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{\flomajor\f31515\fbidi \froman\fcharset186\fprq2 Times New Roman Baltic{\*\falt Times New Roman};}{\flomajor\f31516\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese){\*\falt Times New Roman};}
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{\fdbmajor\f31525\fbidi \froman\fcharset186\fprq2 Times New Roman Baltic{\*\falt Times New Roman};}{\fdbmajor\f31526\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese){\*\falt Times New Roman};}
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{\fhimajor\f31535\fbidi \froman\fcharset186\fprq2 Cambria Baltic;}{\fhimajor\f31536\fbidi \froman\fcharset163\fprq2 Cambria (Vietnamese);}{\fbimajor\f31538\fbidi \froman\fcharset238\fprq2 Times New Roman CE{\*\falt Times New Roman};}
{\fbimajor\f31539\fbidi \froman\fcharset204\fprq2 Times New Roman Cyr{\*\falt Times New Roman};}{\fbimajor\f31541\fbidi \froman\fcharset161\fprq2 Times New Roman Greek{\*\falt Times New Roman};}
{\fbimajor\f31542\fbidi \froman\fcharset162\fprq2 Times New Roman Tur{\*\falt Times New Roman};}{\fbimajor\f31543\fbidi \froman\fcharset177\fprq2 Times New Roman (Hebrew){\*\falt Times New Roman};}
{\fbimajor\f31544\fbidi \froman\fcharset178\fprq2 Times New Roman (Arabic){\*\falt Times New Roman};}{\fbimajor\f31545\fbidi \froman\fcharset186\fprq2 Times New Roman Baltic{\*\falt Times New Roman};}
{\fbimajor\f31546\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese){\*\falt Times New Roman};}{\flominor\f31548\fbidi \froman\fcharset238\fprq2 Times New Roman CE{\*\falt Times New Roman};}
{\flominor\f31549\fbidi \froman\fcharset204\fprq2 Times New Roman Cyr{\*\falt Times New Roman};}{\flominor\f31551\fbidi \froman\fcharset161\fprq2 Times New Roman Greek{\*\falt Times New Roman};}
{\flominor\f31552\fbidi \froman\fcharset162\fprq2 Times New Roman Tur{\*\falt Times New Roman};}{\flominor\f31553\fbidi \froman\fcharset177\fprq2 Times New Roman (Hebrew){\*\falt Times New Roman};}
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{\fdbminor\f31559\fbidi \froman\fcharset204\fprq2 Times New Roman Cyr{\*\falt Times New Roman};}{\fdbminor\f31561\fbidi \froman\fcharset161\fprq2 Times New Roman Greek{\*\falt Times New Roman};}
{\fdbminor\f31562\fbidi \froman\fcharset162\fprq2 Times New Roman Tur{\*\falt Times New Roman};}{\fdbminor\f31563\fbidi \froman\fcharset177\fprq2 Times New Roman (Hebrew){\*\falt Times New Roman};}
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{\fdbminor\f31566\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese){\*\falt Times New Roman};}{\fhiminor\f31568\fbidi \fswiss\fcharset238\fprq2 Calibri CE;}{\fhiminor\f31569\fbidi \fswiss\fcharset204\fprq2 Calibri Cyr;}
{\fhiminor\f31571\fbidi \fswiss\fcharset161\fprq2 Calibri Greek;}{\fhiminor\f31572\fbidi \fswiss\fcharset162\fprq2 Calibri Tur;}{\fhiminor\f31573\fbidi \fswiss\fcharset177\fprq2 Calibri (Hebrew);}
{\fhiminor\f31574\fbidi \fswiss\fcharset178\fprq2 Calibri (Arabic);}{\fhiminor\f31575\fbidi \fswiss\fcharset186\fprq2 Calibri Baltic;}{\fhiminor\f31576\fbidi \fswiss\fcharset163\fprq2 Calibri (Vietnamese);}
{\fbiminor\f31578\fbidi \fswiss\fcharset238\fprq2 Arial CE;}{\fbiminor\f31579\fbidi \fswiss\fcharset204\fprq2 Arial Cyr;}{\fbiminor\f31581\fbidi \fswiss\fcharset161\fprq2 Arial Greek;}{\fbiminor\f31582\fbidi \fswiss\fcharset162\fprq2 Arial Tur;}
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\b\f0\fs24\insrsid5859037\charrsid7154229 STRATEGI GURU DALAM MENGEMBANGKAN 
\par  KECERDASAN LINGUISTIK  SISWA
\par 
\par }{\rtlch\fcs1 \ab\af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid5859037\charrsid7154229 Destriani}{\rtlch\fcs1 \ab\af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7279161 
\par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1033\langfe1033\langnp1033\insrsid7279161\charrsid7279161 Institut Agam}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1033\langfe1033\langnp1033\insrsid7279161\charrsid14907427 a Islam Negeri Curup

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000300}}}{\fldrslt {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \cs23\f0\fs24\lang1033\langfe1033\langnp1033\insrsid7279161\charrsid14907427 Destriani200@gmail.com}}}\sectd \ltrsect
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\par }{\rtlch\fcs1 \ab\af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid5859037\charrsid14907427 Idi Warsah}{\rtlch\fcs1 \ab\af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7279161\charrsid14907427 
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Institut Agama Islam Negeri Curup
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Institut Agama Islam Negeri Curup
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\par Abstract
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The purposes of this study were to describe teacher's strategies in developing students' linguistic intelligence and to find out the supporting and inhibiting factors of teacher's strategies in developing students' linguistic intelligence. This study appl
i
ed a qualitative approach with data collection techniques that entailed observation, interviews and documentation. The data analysis technique covered data reduction, data presentation, data verification, and drawing a conclusion. The study concluded that
 the teacher's strategies in developing students' linguistic intelligence rested on the indicators of linguistic intelligence itself. The listening indicator applied the Dictogloss strategy; the reading indicator implemented the }{\rtlch\fcs1 
\ai\af0\afs20 \ltrch\fcs0 \i\f0\fs20\insrsid4615062\charrsid4615062 Know Want to Learning}{\rtlch\fcs1 \ai\af0\afs20 \ltrch\fcs0 \i\f0\fs20\insrsid5859037\charrsid7154229  strate
gy; the writing indicator used a guided writing strategy; and the speaking indicator deployed a cooperative learning strategy (CLS) by applying a discussion method resulting in that the students were able to explain the materials they had learned well.

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Keywords:}{\rtlch\fcs1 \af0\afs20 \ltrch\fcs0 \f0\fs20\lang1057\langfe1057\langfenp1057\insrsid10491122\charrsid7154229  }{\rtlch\fcs1 \ai\af0\afs20 \ltrch\fcs0 \i\f0\fs20\insrsid5859037\charrsid7154229 Teacher\rquote s Strategies, Linguistic Intelligence
}{\rtlch\fcs1 \af0\afs20 \ltrch\fcs0 \f0\fs20\insrsid10491122\charrsid7154229 
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Tujuan penelitian ini adalah untuk mendeskripsikan strategi guru dalam mengembangkan kecerdasan linguistik siswa dan untuk mengetahui faktor pendukung dan penghambat strategi guru dalam mengembangkan kecerdasan linguistik siswa. Penelitian ini menggunakan
 
pendekatan kualitatif dengan teknik pengumpulan data yang dilakukan melalui observasi, wawancara dan dokumentasi. Teknik analisis data meliputi reduksi data, penyajian data, verifikasi data, dan penarikan kesimpulan. Hasil penelitian menyimpulkan bahwa st
r
ategi guru dalam mengembangkan kecerdasan linguistik siswa bertumpu pada indikator kecerdasan linguistik itu sendiri. Indikator mendengarkan menerapkan strategi Dictogloss; indikator membaca menerapkan strategi Tahu Ingin Belajar; indikator menulis menggu
nakan strategi menulis terbimbing; dan indikator berbicara menggunakan strategi pembelajaran kooperatif (CLS) dengan menerapkan metode diskusi sehingga siswa mampu menjelaskan materi yang telah dipelajari dengan baik.}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
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First, Man created by God was born as a person who brings potential social intelligence. The multi-dimensional social intelligence that God bestows on human beings is able to assume his duty as chalif and dedicate himself totally in the form of faith and 
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 efforts to develop students\rquote  inte
rpersonal intelligence were carried out by managing classroom properly, always giving motivation, using methods which can support the development of students' interpersonal intelligence such as discussions, peer-tutoring, demonstrations, group assignments
, and questions and answers. In the meantime, the media used were laptops, posters and textbooks. The inhibiting factors in the process of developing students' interpersonal intelligence were low students\rquote 
 interest, family environment, and learning hours, while the supporting factors in the process of developing students' interpersonal intelligence were teachers\rquote 
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"id":56,"type":"book","abstract":"Topik-topik materi yang disajikan dalam buku ini berkisar tentang variabel-variabel yang berasosiasi dengan konsep, karakte
ristik, dan informasi psikologis terkait pelajar, pembelajaran, serta peran guru dalam pembelajaran. Variabel-variabel tersebut disajikan serta dijelaskan secara detail dalam bentuk sepuluh topik yang dikemas sedemikian rupa menjadi sepuluh bab. Penulis b
e
rharap, buku ini dapat menjadi referensi yang bermanfaat bagi para pembaca.Keseluruhan materi dalam buku ini dipresentasikan menggunakan bahasa Indonesia yang baik dan benar serta mudah dimengerti demi mempermudah pembaca (guru, calon guru, para akademisi
 
psikologi, para praktisi psikologi, mahasiswa/i, dan semua pihak yang membutuhkan ilmu psikologi pendidikan) dalam memahami materi-materi buku ini. Harapan kami, buku ini dapat menjadi salah satu referensi bagi para pembaca serta mampu membantu memperluas
 
khazanah pengetahuan dan wawasan para pembaca tentang ilmu psikologi pendidikan.Psikologi Pendidikan ini diterbitkan oleh Penerbit Deepublish dan tersedia juga dalam versi cetak.","ISBN":"9786230224515","language":"id","note":"Google-Books-ID: djQhEAAAQBA
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. Setiap kecerdasan memiliki cara pengembangan dan fungsinya sendiri. Menurut Gardner \'93melatih dan mengenali keragaman semua tipe kecerdasan manusia serta semua kombina
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m as the goal of Islamic education itself. This article use literature research, which examines the subject through the literature related to the focus of the problem that result the conclusion as follows: First, Man created by God was born as a person wh
o
 brings potential social intelligence. The multi-dimensional social intelligence that God bestows on human beings is able to assume his duty as chalif and dedicate himself totally in the form of faith and piety to Allah; Secondly, the education of faith b
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\par Ragam kecerdasan di atas terdapat kecerdasan yang paling penting dalam kehidupan sehari-hari yakni kecerdasan linguistik, karena di era zaman modern ini seseorang akan lebih dinilai dari cara dia berbicara dan menulis }{\field\fldedit{\*\fldinst {
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. Begitu juga kemampuan bahasa seseorang akan membuat kesan pertama bagi lawan bicaranya. Hampir setiap profesi menggunakan kecerdasan Linguistik. Kekuatan bahasa atau }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid2557238\charrsid7154229 
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contain an ultimate meaning. Therefore, under this context semiotics plays its significant role in which the religious texts bear new understandings to actualize the universal Islamic messages and bring the mission of mercy for the universe (rahmatan lil 
\lquote a
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\par }\pard \ltrpar\qj \fi708\li0\ri0\sa160\sl276\slmult1\widctlpar\tx1134\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid2557238\contextualspace {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 
Kecerdasan Linguistik merupakan kecerdasan yang tidak bergantung kepada }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid2557238\charrsid7154229 input}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 
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\'93Daerah Broca\'94, daerah ini bertanggungjawab untuk menghasilkan kalimat yang benar secara tata bahasa }{\field\flddirty{\*\fldinst {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229  ADDIN ZOTERO_ITEM CSL_CITATION \{
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am ilmu psikologi membahas ilmu yang mengkaji jiwa manusia yang bersifat abstrak sedangkan ilmu linguistik membahas tentang bahasa sebagai objek kajian.Untuk itu teori psikolinguistik dapat\~menguraikan proses-proses\~psikologi yang\~
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. Otak manusia bukanlah penerima pengalaman yang pasif, bukan papan tulis yang kosong, tetapi sebuah organ yang dilengkapi dengan kemampuan bawaan }{\field\fldedit{\*\fldinst {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 
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d Freud, sehingga dapat ditemukan interkoneksi dasar pemikiran konseptual keduanya tentang potensi manusia. Untuk memperoleh informasi yang tetap dan dapat dipertanggungjawabkan secara ilmiah, maka studi ini menggunakan pendekatan normatif dan psikologis 
d
engan menggali informasi gagasan kedua tokoh tentang potensi manusia melalui sumber-sumber teks yaitu karya-karya besar kedua tokoh dan literatur-literatur bersinggungan dengan pemikiran keduanya. Studi ini memperoleh kesimpulan bahwa: Potensi manusia men
u}{\rtlch\fcs1 \af897\afs24 \ltrch\fcs0 \f897\fs24\insrsid2557238\charrsid7154229 rut al-Ghaz\'e2li menggunakan empat istilah: qalb, ruh, nafs, dan \lquote 
aql dan Freud menggukan tiga istilah, id, ego, dan superego. Banyak perbedaan yang ditemukan dari konsep yang dibangun oleh al-Ghaz\'e2li dan Freud, Namun, tidak dapat dipungkiri bahwa pemikiran }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid2557238\charrsid7154229 
kedua tokoh sama-sama dipengaruhi oleh filsafat dan dalam hal hakikat manusia dan perkembangan perilakunya, keduanya mengakui adanya substansi immateri pada manusia dan potensi tersebut dapat dipengaruhi oleh lingkungan","container-title":"Kontekstualita"
,}{\rtlch\fcs1 \af897\afs24 \ltrch\fcs0 \f897\fs24\insrsid2557238\charrsid7154229 "ISSN":"2548-1770","issue":"01","language":"en","note":"number: 01","source":"e-journal.lp2m.uinjambi.ac.id","title":"Interkoneksi Pemikiran Al-Ghaz\'e2
li dan Sigmund Freud Tentang Potensi Manusia","URL":"http://e-journal.lp2m.uinjambi.ac.id/ojp/index.php/Kon}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 tekstualita/article/view/30","volume":"32","author":[\{
"family":"Warsah","given":"Idi"\}],"accessed":\{"date-parts":[["2021",7,25]]\},"issued":\{"date-parts":[["2018",1,26]]\}\}\}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"\} }}{\fldrslt {\rtlch\fcs1 \af0\afs24 
\ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 (Warsah, 2018a}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1033\langfe1033\langnp1033\insrsid5525636 , Destriani 2022}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 )}}}
\sectd \ltrsect\margrsxn1701\margtsxn1134\margbsxn1134\psz9\sbknone\linex0\headery709\footery709\colsx708\endnhere\sectlinegrid360\sectdefaultcl\sectrsid15483126\sftnbj {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 
. Berdasarkan hasil penelitian dan pendapat-pendapat tentang strategi dalam mengembangkan kecerdasan linguistik, maka studi ini ingin mendeskripsikan}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid2557238\charrsid7154229  }{\rtlch\fcs1 \af0\afs24 
\ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 strategi guru Pendidikan Agama Islam (PAI) dalam mengembangkan k
ecerdasan linguistik siswa. Mengingat betapa pentingnya kecerdasan linguistik bagi masa depan para siswa dan untuk bekal hidup mereka dalam kehidupan di masyarakat.
\par Terkait dengan hal tersebut, peneliti lakukan wawancara kepada Bapak Marwansyah Waka Kurikulum di SMK Negeri 1 Rejang Lebong, menyatakan:\'93
Sangat penting setelah tamat dari sekolah ini siswa-siswi sudah siap untuk terjun langsung ke masyarakat dengan semua bekal yang kami berikan selama pendidikan mereka. Kemampuan mereka bukan hanya pada kemampu
an kinestetik saja, namun mereka juga diajarkan bagaimana cara berkomunikasi  dengan lingkungan masyarakat\'94 (Wawancara, 21 Desember 2020). 
\par Mengembangkan kecerdasan linguistik siswa sebenarnya telah diusahakan dan diterapkan di SMKN 1 Rejang Lebong sebagai
mana hasil observasi awal yang peneliti lakukan pada tanggal 5 November 2020. Hasil observasi yang dilakukan tersebut menemukan kesenjangan dalam proses belajar mengajar di SMKN 1 Rejang Lebong kelas XII Teknik Informatika Komputer pada pengembangan kecer
dasan linguistik. Hanya 20% Siswa yang berantusias ketika diadakan kegiatan diskusi dan debat di kelas. }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1035\langfe1033\langnp1035\insrsid2557238\charrsid7154229 
Tidak hanya itu saja, terkadang siswa tidak mencatat materi pembelajaran yang diperintahkan oleh guru karena terlalu banyak materi yang harus dicatat sehi}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 n}{\rtlch\fcs1 
\af0\afs24 \ltrch\fcs0 \f0\fs24\lang1035\langfe1033\langnp1035\insrsid2557238\charrsid7154229 
gga menghabiskan berlembar-lembar kertas. Setelah materi pembelajaran telah dicatat, para siswa malas untuk mengulangi catatan mereka ketika diperlukan yang berakibat pada skor yang diperoleh siswa rendah karena kurang memahami materi pembelajaran}{
\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1053\langfe1033\langnp1053\insrsid2557238\charrsid7154229 .}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229  
\par }\pard \ltrpar\qj \fi708\li0\ri0\sa160\sl276\slmult1\widctlpar\tx1134\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid7279161\contextualspace {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\lang1035\langfe1033\langnp1035\insrsid2557238\charrsid7154229 Para siswa juga terkadang tidak dapat menjelaskan kembali materi pembelajaran PAI yang telah mereka catat baik secara lisan maupun tulisan dengan bahasa mereka sendiri. Sehingga }{
\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1053\langfe1033\langnp1053\insrsid2557238\charrsid7154229 tidak dapat menyentuh kecerdasan yang dimiliki oleh siswa.}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 
 Seperti yang dipaparkan sebelumnya kecerdasan linguistik ini perlu dikembangkan karena kecerdasan ini adalah alat untuk menggungkapkan gagasan (}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid2557238\charrsid7154229 
socially shared means for expressing ideas)}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \i\f0\fs24\lang1033\langfe1033\langnp1033\insrsid7154229\charrsid7154229  }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid2557238\charrsid7154229 . }{\rtlch\fcs1 
\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 
Seseorang yang mengembangkan kecerdasan linguistik sama dengan mengembangkan kecerdasan sosialnya, karena kecerdasan berkomunikasi baik secara verbal maupun non-verbal merupakan bagian terpenting terjadinya interaksi sosial yang baik, dan kecerdasan sosia
l bertujuan agar manusia mampu mengemban tugasnya sebagai khalifah dan mengabdikan dirinya secara total kepada Allah, dengan interaksi yang baik kepada-Nya maupun kepada manusia }{\field\fldedit{\*\fldinst {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid2557238\charrsid7154229  ADDIN ZOTERO_ITEM CSL_CITATION \{"citationID":"9Y7YSC6k","properties":\{"formattedCitation":"(Warsah, 2018b)","plainCitation":"(Warsah, 2018b)","noteIndex":0\},"citationItems":[\{
"id":6,"uris":["http://zotero.org/users/local/VYBA46MA/items/SP9VUIYH"],"uri":["http://zotero.org/users/local/VYBA46MA/items/SP9VUIYH"],"itemData":\{"id":6,"typ
e":"article-journal","abstract":"This article aims to reveal the importance of faith in education as the basis of the Social intelligence of learners although it can not be measured concretely through quantitative data. This domain is a benchmark of the s
u
ccess of the educational process in Islam as the goal of Islamic education itself. This article use literature research, which examines the subject through the literature related to the focus of the problem that result the conclusion as follows: First, Ma
n
 created by God was born as a person who brings potential social intelligence. The multi-dimensional social intelligence that God bestows on human beings is able to assume his duty as chalif and dedicate himself totally in the form of faith and piety to A
llah; Secondly, the education of faith becomes important and the main thing is given to learners, by: introducing the name of Allah SWT and His Apostle; gives the description of \u8203\'3f\u8203\'3f
who the creator of the universe is through examply stories; introducing the A
lmighty of Allah SWT; to be an example for children in both worship and friendship; respect the abilities of the children; positioning them not as objects but as learning partners; and give a positive appreciation of all the advantages possessed by learne
r
s.","container-title":"Psikis : Jurnal Psikologi Islami","DOI":"10.19109/psikis.v4i1.2156","ISSN":"2549-6468","issue":"1","language":"en-US","page":"1-16","source":"jurnal.radenfatah.ac.id","title":"PENDIDIKAN KEIMANAN SEBAGAI BASIS KECERDASAN SOSIAL PESE
RTA DIDIK: TELAAH PSIKOLOGI ISLAMI","title-short":"PENDIDIKAN KEIMANAN SEBAGAI BASIS KECERDASAN SOSIAL PESERTA DIDIK","volume":"4","author":[\{"family":"Warsah","given":"Idi"\}],"issued":\{"date-parts":[["2018",6,8]]\}\}\}
],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"\} }}{\fldrslt {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 (Warsah, 2018b}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\lang1033\langfe1033\langnp1033\insrsid5525636 , Destri, 2022}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 )}}}\sectd \ltrsect
\margrsxn1701\margtsxn1134\margbsxn1134\psz9\sbknone\linex0\headery709\footery709\colsx708\endnhere\sectlinegrid360\sectdefaultcl\sectrsid15483126\sftnbj {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2557238\charrsid7154229 
. Mengingat pentingnya mengembangkan kecerdasan linguistik inilah menjadi alasan peneliti untuk melakukan studi mengenai strategi  guru PAI dalam mengembangkan  Kecerdasan  Linguistik Siswa di SMKN 1 Rejang Lebong.}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\lang1033\langfe1033\langnp1033\insrsid7154229\charrsid7154229  }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\cf1\insrsid7154229\charrsid7154229 
\par }\pard\plain \ltrpar\s22\qj \li720\ri0\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin720\itap0\pararsid8021619\contextualspace \rtlch\fcs1 \af0\afs22\alang1025 \ltrch\fcs0 \f37\fs22\lang1057\langfe1033\cgrid\langnp1057\langfenp1033 {
\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1057\langfe1057\langfenp1057\insrsid8021619\charrsid7154229 
\par }\pard \ltrpar\s22\qj \li0\ri0\sa120\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid11870107 {\rtlch\fcs1 \ab\af0\afs24 \ltrch\fcs0 \b\f0\fs24\lang1057\langfe1057\langfenp1057\insrsid8021619\charrsid7154229 
HASIL DAN PEMBAHASAN}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1057\langfe1057\langfenp1057\insrsid8021619\charrsid7154229  
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af0 \ltrch\fcs0 \b\lang1057\langfe1033\langnp1057\insrsid7154229\charrsid7154229 \hich\af0\dbch\af0\loch\f0 1.\tab}}\pard\plain \ltrpar\qj \fi-284\li284\ri0\sa160\sl276\slmult1\widctlpar
\jclisttab\tx0\wrapdefault\aspalpha\aspnum\faauto\ls5\adjustright\rin0\lin284\itap0\pararsid7154229\contextualspace \rtlch\fcs1 \af0\afs22\alang1025 \ltrch\fcs0 \f37\fs22\lang1057\langfe1033\cgrid\langnp1057\langfenp1033 {\rtlch\fcs1 \af0\afs24 
\ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229 Hasil Penelitian 
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af0 \ltrch\fcs0 \b\lang1057\langfe1033\langnp1057\insrsid7154229\charrsid7154229 \hich\af0\dbch\af0\loch\f0 a.\tab}}\pard \ltrpar\qj \fi-2\li2\ri0\sa160\sl276\slmult1\widctlpar
\jclisttab\tx0\wrapdefault\aspalpha\aspnum\faauto\ls6\adjustright\rin0\lin2\itap0\cufi-1\pararsid7154229\contextualspace {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229 
Strategi Guru dalam Mengembangkan Kecerdasan Linguistik Siswa}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229  }{\rtlch\fcs1 \ab\af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229 SMKN 1 Rejang Lebong}{\rtlch\fcs1 
\af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229 
\par }\pard \ltrpar\qj \fi709\li0\ri0\sa160\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid7154229\contextualspace {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
Hasil wawancara dengan bapak Sofyan Effendi selaku guru pendidikan agama Islam sebagai berikut:}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229 
\par }\pard \ltrpar\qj \li709\ri567\sb120\sa120\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin567\lin709\itap0\pararsid7154229 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 \'93
Strategi yang diterapkan dalam mengembangkan kecerdasan linguistik siswa berdasarkan indikator kecerdasan linguistik. Mendengar dengan strategi }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Dictogloss,}{\rtlch\fcs1 
\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229  membaca dengan menerapkan strategi }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Know Want to Want Learning}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 , menulis dengan strategi menulis terbimbing, berbicara dengan strategi pembelajaran kooperatif dengan menerapkan metode diskusi\'94 (Wawancara, 21 Februari 2021).
\par }\pard \ltrpar\qj \fi709\li0\ri0\sa160\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid7154229\contextualspace {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 \tab 
Hasil observasi dan dokumentasi pene
litian ini guru membawa silabus dan RPP  ketika mengajar di dalam kelas, ditujukan untuk dibacakan di depan peserta didik tujuan dari materi yang akan diajarkan agar mereka mampu mengaitkan antara materi yang dibahas dengan tujuan dari materi tersebut.

\par Data di atas diperkuat oleh pernyataan bapak Hartono selaku Kepala Sekolah SMKN 1 Rejang Lebong adalah sebagai berikut:
\par }\pard \ltrpar\qj \li709\ri567\sb120\sa120\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin567\lin709\itap0\pararsid7154229 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 \'93
Strategi guru dalam mengembangkan kecerdasan linguistik siswa harus dengan disiplin membaca. Karena dengan membaca siswa akan lebih memili
ki banyak  pembendaharaan kata disiplin membaca ketika didalam kelas harus dengan menggunakan timer, agar lebih terkonsep semua metode dapat terlaksanakan\'94 {\*\bkmkstart _Hlk79281449}(Wawancara, 21 Februari 2021).{\*\bkmkend _Hlk79281449}
\par }\pard \ltrpar\qj \fi709\li0\ri0\sa160\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid7154229 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
Sementara informasi yang diperoleh dari hasil wawancara siswa kelas XII Teknik Informatika Komputer seusai jam pelajaran sebagai berikut: \'93
Seringkali diadakan metode diskusi kemudian diperintahkan untuk berpikir kritis mengenai materi kemudian dikaitkan dengan kehidupan sehari-hari, hasilnya materi m
udah kami ingat, metode belajar kelompok sering diadakan, dan membuat pekerjaan sekolah lebih cepat selesai\'94 (Wawancara, 24 Februari 2021).
\par Selain itu peneliti menanyakan kembali mengenai kegiatan evaluasi setelah pelaksanaan proses pembelajaran pendidikan
 agama Islam pihak sekolah mengadakan kegiatan evaluasi guru mengajar. Kemudian peneliti menanyakan kembali mengenai sarana yang disiapkan oleh pihak sekolah dalam mengembangkan kecerdasan linguistik siswa, \'93
Sarana yang telah kami sediakan berupa perpustakaan, masjid, ruang kelas, infocus, buku-buku pendidikan agama Islam\'94 (Wawancara, 21 Februari 2021).
\par Setelah itu peneliti menanyakan mengenai pelatihan penyusunan perangkat pembelajaran untuk guru-guru pendidikan agama Islam (PAI)  dalam mengembangkan kecerdasan linguistik siswa.
\par }\pard \ltrpar\qj \li720\ri567\sb120\sa120\sl276\slmult1\widctlpar\tx2835\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin567\lin720\itap0\pararsid7154229 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 \'93
Setiap awal tahun ajaran baru  guru-guru SMKN 1 Rejang Lebong mengadakan pertemuan. Khusus guru atau Kelompok kerja guru (KKG) Pendidikan Agama Islam dengan ketuanya bapak Sofyan Effendi. Dalam pertemuan tersebut dibahas bagaimana 
perkembangan  penyusunan RPP dan Silabus guru, guru dituntut untuk bisa menyusun RPP sebelum mengajar. Karena didalamnya memuat metode-metode, media, materi, bahan ajar apa saja yang akan  digunakan guru  saat proses belajar mengajar didalam kelas, kesera
sian tujuan dengan  metode dan strategi yang dipilih  guna mengembangkan kecerdasan linguistik  siswa. Membahas  kendala selama guru mengajar didalam kelas,  wawasan guru, kemampuan guru dalam menyampaikan materi mudah dipahami atau tidak oleh siswa\'94
 (Wawancara, 21 Februari 2021).
\par }\pard \ltrpar\qj \fi709\li0\ri0\sa160\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid7154229\contextualspace {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 \tab 
Hasil observasi yang dilakukan mengenai strategi guru dalam mengembangkan kecerdasan linguistik siswa kelas XII teknik informatika komputer di SMKN 1 Rejang Lebong dengan menggunakan strategi pembelajaran kooperatif dengan menerapkan metode diskusi, tanya
 jawab, kerja kelompok, membaca, menyimak, dan mencatat. Strategi Know want to want learning, menulis terbimbing,  }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Dictogloss }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 Dari hasil observasi ini juga peneliti mendapatkan pengalaman  dari guru yang mengajar ketika didalam kelas, dimana seorang guru ak
an menerapkan strategi tidak di semua materi pembelajaran dan juga penerapan yang guru lakukan disesuaikan dengan tujuan dari pembelajaran dapat tercapaikan.
\par Berdasarkan data di atas tergambar bahwa strategi guru dalam mengembangkan kecerdasan linguistik s
iswa di SMKN 1 Rejang Lebong kelas  XII TIK sudah diterapkan, hasilnya siswa mampu menyampaikan meteri yang telah dipelajari dengan bahasa nya sendiri, sangat dibutuhkan sekali kreativitas dan kesiapan guru dalam kegiatan siswa sehari-harinya. Terutama ke
t
ika didalam kelas,  mengharapkan siswa dengan kecerdasan linguistiknya yang bagus harus juga didukung dengan kemampuan guru sebagai pengajar, pendidik  untuk mampu mengelola kata, memiliki wawasan yang luas, memiliki kreatifitas untuk mengajak siswa aktif
 dalam kegiatan pembelajaran.
\par }\pard \ltrpar\qj \li1418\ri0\sa160\sl276\slmult1\widctlpar\tx1701\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin1418\itap0\pararsid7154229\contextualspace {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af0 \ltrch\fcs0 \b\lang1057\langfe1033\langnp1057\insrsid7154229\charrsid7154229 \hich\af0\dbch\af0\loch\f0 b.\tab}}\pard \ltrpar\qj \fi-2\li2\ri0\sa160\sl276\slmult1\widctlpar
\jclisttab\tx0\wrapdefault\aspalpha\aspnum\faauto\ls6\adjustright\rin0\lin2\itap0\cufi-1\pararsid7154229\contextualspace {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229 
Faktor pendukung dan penghambat dalam mengembangkan  kecerdasan  linguistik siswa SMKN 1 Rejang Lebong
\par }\pard \ltrpar\qj \fi709\li0\ri0\sa160\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid7154229\contextualspace {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229 \tab }{\rtlch\fcs1 
\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 Pengembangan kecerdasan linguistik  siswa akan selalu berjalan mulus jika disusun strategi sebelum pembelajaran, namun 
akan tetap ada faktor penghambat ketika pelaksanaannya. Hasil wawancara dengan  bapak Sofyan  Effendi. mengenai faktor pendukung adalah sebagai berikut:}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229 
\par }\pard \ltrpar\qj \li709\ri567\sb120\sa120\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin567\lin709\itap0\pararsid7154229 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 \'93
Faktor pendukung dalam mengembangkan kecerdasan linguistik siswa, faktor disini ada Internal dan Exste
rnal. Faktor Internal, seperti: kreatifitas guru, kesiapan guru, kondisi fisik siswa, Kondisi emosi siswa, Gaya belajar siswa, Kreatifitas Guru, Kesiapan Guru, RPP dan Silabus. Faktor Eksternal adalah  sekolah mengadakan  Kelompok Kerja Furu( KKG) membaha
s  mengenai kendala ketika mengajar didalam kelas, pembaharuan silabus dan RPP, saling berbagi metode dan strategi mengajar efektif\'94 (Wawancara, 21 Februari 2021). 
\par }\pard \ltrpar\qj \fi709\li141\ri0\sa160\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin141\itap0\pararsid7154229\contextualspace {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
Hasil observasi dan dokumentasi penelitian ini dari faktor pendukung dalam mengembangkan kec
erdasan linguistik di kelas XII TIK seperti kondisi fisik siswa 99% dalam  kondisi sehat, kondisi emosi siswa juga sangat mendukung dalam mengembangkan kecerdasan linguistik mereka dimana dapat dilihat oleh peneliti ketika didalam kelas mereka sangat antu
s
ias ketika pembelajaran pendidikan agama Islam. Rata-rata nilai siswa  diangka 85, dengan tanda aktif hampir di setiap nama peserta didik. Gaya belajar mereka yang sudah sangat diketahui oleh bapak Sofyan Effendi, sehingga mereka bukan hanya melakukan keg
iatan menyimak, namun ada kegiatan membaca, menulis,  dan berdiskusi sebagai tahapan terpenting dalam mengembangkan kemampuan verbal liguistik siswa.
\par Jadi dapat ketahui bahwa faktor pendukung dalam mengembangkan kecerdasan linguistik siswa di SMK Negeri 1 R
ejang Lebong yakni kreativitas guru, kesiapan guru,  kondisi siswa, kondisi emosi,  gaya belajar dan program sekolah. Karena  akan membuat siswa lebih bersungguh- sungguh untuk menyimak, membaca, menulis dan mendengar. Maka akan mudah dalam mengembangkan 
kecerdasan linguistik siswa di SMKN 1 Rejang Lebong dan  juga didukung dengan RPP dan silabus, media seperti serta buku paket  pendidikan agama Islam, Infokus untuk menampilkan Power Poin (PPT). 
\par Peneliti kembali mencari informasi mengenai faktor penghambat dalam mengembangkan kecerdasan linguistik, kepada bapak Sofyan Effendi, beliau menjawab:
\par }\pard \ltrpar\qj \li720\ri567\sb120\sa120\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin567\lin720\itap0\pararsid7154229 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 \'93
Penghambat dalam mengembangkan kecerdasan linguistik ada faktor Internal dan Exsternal. }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Pertama}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
 Faktor Internal seperti  kondisi fisik siswa, siswa yang memiliki gan
gguan mata silinder akan sulit membaca yang guru jelaskan dipapan tulis akibatnya siswa  juga tidak mampu menulis dan menyampaikan informasi dengan sempurna,  dalam keadaan sakit semua panca indra siswa kinerjanya menurun sehingga dalam menyimak, membaca,
 menulis dan mendengar sudah tidak fokus lagi dan berakibat kurang maksimal dalam mengembangkan kecerdasan linguistiknya. Kondisi emosi, siswa beinisial \'93S\'94
 memiliki masalah keluarga sehingga ketika didalam kelas dia tidak terlalu aktif dan sering diam ketika ditanya oleh guru, karena kurangnya motivasi Internal diri \'93S\'94
 maka kecerdasan linguistiknya juga dalam katagori rendah. Gaya  belajar setiap siswa berbeda-beda  maka jumlah informasi yang diperoleh siswa juga berbeda. }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Kedua}{\rtlch\fcs1 
\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229  Faktor Exsternal, program sekolah yang berhubungan dengan kecerdasan linguistik hanya diminati oleh beberapa siswa sebab  kurangnya sosialisasi mengenai manfaat dari  organisasi\'94.
\par }\pard \ltrpar\qj \fi709\li0\ri0\sb120\sa160\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid7154229\contextualspace {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
Informasi di atas menggambarkan bahwa faktor penghambat dalam mengembangkan kecerdasan linguistik siswa 
di SMKN 1 Rejang lebong yakni: Faktor fisik yang kurang seperti mata minus akan mempengaruhi kemampuan penglihatan akibatnya siswa tidak dapat menulis dengan benar dan tidak dapat menyimpulkan dengan baik apa yang guru tuliskan sebelumnya di depan kelas. 
Kondisi emosi akan berpengaruh kepada motivasi siswa untuk belajar, dorongan Internal diri seorang siswa akan lebih berpengaruh dalam mengembangkan kecerdasan linguistiknya. 
\par Selanjutnya faktor gaya belajar siswa, seperti belajar yang hanya mendengar dan menyimak, belajar yang hanya dengan melihat, belajar yang harus dengan membaca, akan berpengaruh jika tidak dibantu dengan kemampuan guru mengolah materi pelajaran. Bahkan pro
g
ram sekolah terkait dengan pengembangan bakat dan minat siswa, seperti kegiatan diskusi dalam organisasi Rohis dan atau kelompok diskusi siswa lainnya yang kurang diminati menjadi faktor penghambat dalam perkembangan linguistik siswa karena minimnya sosia
lisasi terhadap tujuan dan manfaat ketika mengikuti program tersebut.
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\jclisttab\tx0\wrapdefault\aspalpha\aspnum\faauto\ls7\adjustright\rin0\lin357\itap0\pararsid7154229 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229 Pembahasan 
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af0 \ltrch\fcs0 \b\lang1057\langfe1033\langnp1057\insrsid7154229\charrsid7154229 \hich\af0\dbch\af0\loch\f0 a.\tab}}\pard \ltrpar\qj \fi-2\li2\ri0\sa160\sl276\slmult1\widctlpar
\jclisttab\tx0\wrapdefault\aspalpha\aspnum\faauto\ls8\adjustright\rin0\lin2\itap0\cufi-1\pararsid7154229\contextualspace {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229 
Strategi Guru dalam Mengembangkan Kecerdasan Linguistik Siswa 
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Berdasarkan hasil wawancara, observasi, dan dokumentasi dalam penelitian ini diperoleh data bahwa guru menerapkan strategi pembelajaran berdasarkan indikator kecerdasan linguistik. }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\b\f0\fs24\insrsid7154229\charrsid7154229 
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af0 \ltrch\fcs0 \b\lang1057\langfe1033\langnp1057\insrsid7154229\charrsid7154229 \hich\af0\dbch\af0\loch\f0 1)\tab}}\pard \ltrpar\qj \fi-2\li2\ri0\sa160\sl276\slmult1\widctlpar
\jclisttab\tx0\wrapdefault\aspalpha\aspnum\faauto\ls9\adjustright\rin0\lin2\itap0\cufi-1\pararsid7154229\contextualspace {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229 Mendengar, }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 dalam mengembangkan kemampuan mendengar siswa dengan menerapkan strategi }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Dictogloss}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 . Adapun langkah-langkah menerapkan }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Dictogloss}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
 adalah  menuntut guru mendikte sebuah teks kepada peserta didik dengan beberapa kali pengulangan kemudian peserta didik melakukan penafsiran terhadap teks yang didiktekan }{\field\fldedit{\*\fldinst {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
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\f0\fs24\insrsid7154229\charrsid7154229 
 tahap ini berisikan pertanyaan-pertanyaan yang ingin diketahui dari materi. Dalam proses pembelajaran siswa menuliskan tujuan membaca yang ingin di capai atau dengan kata lain tujuan khusus membaca. Dari minat, rasa ingin tahu, dan ketidak jelasan selama
 
langkah pertama, guru memformulasikan kembali pertanyaan-pertanyaan yang diajukan siswa. Pertanyaan yang sudah diajukan dituliskan kembali di paapan tulis. Guru mendorong siswa untuk menuliskan pertanyaan mereka sendiri dengan memilih beberapa pertanyaan 
yang tersedia di papan tulis. 3) }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Learning. }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
 Siswa membaca dalam hati  dan menuliskan informasi yang telah diketahuinya dari kegiatan membaca sebelumnya. Tugas guru dalam kegiatan ini adalah membantu siswa mengembangkan perencanaan untuk menginfestigasi pert
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55","source":"Google Scholar","title":"Pengaruh Strategi Pembelajaran dan Self Regulated Learning Terhadap Hasil Belajar","volume":"4","author":[\{"family":"Reni","given":"Yevina Maha"\},\{"family":"Kuswandi","given":"Dedi"\}],"issued":\{
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. Adapun langkah-langkah menerapkan strategi menulis terbimbing: a) }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Planning }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
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\f0\fs24\insrsid7154229\charrsid7154229 , tahap memperbaiki baik itu berupa tulisan yang }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 typo}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
. Tidak sesuai dengan ejaan, tanda baca, huruf kapital. f) }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Publishing}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
, Kegiatan menyampaikan  didepan kelas hasil karya tulis }{\field\flddirty{\*\fldinst {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229  ADDIN ZOTERO_ITEM CSL_CITATION \{"citationID":"YjBn1aKe","properties":\{
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"id":388,"type":"article-journal","abstract":"This research was conducted on Grade VIII Students of Semester 2 of SMP Negeri 7 Tayan Hilir of Sanggau Regency
. The research carried out on learning materials to write text persuasion. In particular, this study uses guided writing strategies and contextual learning approaches. The guided writing strategy and the contextual learning approach are intended to improv
e
 the ability to write persuasion texts.This research uses descriptive research method with qualitative research form. The first stage is, pre action, second stage is cycle I, third stage that is, cycle II, and fourth stage that is, cycle III Based on the 
r
esearch conducted, got the conclusion that there is an increase to the result of writing the text of persuasion. The persuasion text produced by the students has improved in several aspects, namely the spelling aspect consisting of the use of punctuation,
 
letter writing, and word writing, then the dictionary aspect consisting of, the special diction and the general diction in the persuasion text. Here is the average increase in each cycle. Originally the average value on the pre-action of 67.5 to 70 in the
 first cycle increased by 2.5%. Then, on the second cycle there was an increase in the average value of 70 to 77 in the second cycle has increased by 7%. In the third cycle there was an average increase of 77 to 82 in the third cycle of 5%.\~
Keywords: Persua
sion Text. Guided Approach and Contextual Learning Strategy.","container-title":"Jurnal Pendidikan dan Pembelajaran Khatulistiwa","ISSN":"2715-2723","issue":"1","language":"en-US","note":"number: 1","source":"jurnal.untan.ac.id","title":"PENINGKATAN KETER
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\},\{"family":"A. Totok Priyadi","given":""\},\{"family":"Wartiningsih","given":"Agus"\}],"accessed":\{"date-parts":[["2021",8,10]]\},"issued":\{"date-parts":[["2019",1,4]]\}\}\}
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\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 strategi yang diterapkan dalam mengembangkan kemampuan berbicara siswa dengan menerapkan strategi pembelajaran kooperatif, seperti diskusi dan debat }{\field\flddirty{\*\fldinst {
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"id":390,"type":"article-journal","container-title":"Arabiyatuna: Jurnal Bahasa Arab","issue":"1","page":"13\endash 
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\ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 . Adapun tahapan dalam pene
rapannya adalah : 1) Perencanaan yaitu tahap menentukan tujuan. Hal ini ditujukan agar  pembicaraan dapat menjadi lebih fokus. Setelah menentukan tujuan, menentukan tema dan mengumpulkan informasi terkait. Baik yang diperoleh dari jurnal, buku,  pembicara
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. 2) Pembicaraan. 3) Evaluasi. saat siswa menyelesaikan tugas praktik berbicara guru perlu memberikan reinforcement positif berupa pujian, tepuk tangan, dan lain-lain. selain itu, guru perlu member
ikan koreksi dalam bentuk saran dan kritik membangun atas penampilan siswa.}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229 
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af0 \ltrch\fcs0 \b\lang1057\langfe1033\langnp1057\insrsid7154229\charrsid7154229 \hich\af0\dbch\af0\loch\f0 b.\tab}}\pard \ltrpar\qj \fi-357\li357\ri0\sb240\sa160\sl276\slmult1\widctlpar
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Faktor Pendukung dan Penghambat dalam Mengembangkan Kecerdasan Linguistik Siswa 
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Secara teoretis faktor-faktor yang mempengaruhi pengembangan potensi kecerdasan siswa antara lain adalah: }{\rtlch\fcs1 \ab\ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Pertama}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
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\ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
Upaya pengembangan kecerdasan linguistik siswa tidak terlepas dari kreatifitas seorang guru dalam menciptakan  suasana kelas menjadi lebih kondusif dan menyenangkan pembelajaran menjadi lebih aktif, menarik dan disukai o
leh siswa, sehingga siswa memiliki kesempatan yang sama dalam berinteraksi  satu sama lain. Hal ini sesuai dengan teori dari Al Girl dalam }{\field\flddirty{\*\fldinst {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
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\endash 175","source":"Google Scholar","title":"Pengembangan Daya Kreatif (Creative Power) Melalui Dunia Sekolah: Identifikasi Isu","title-short":"Pengembangan Daya Kreatif (Creative Power) Melalui Dunia Sekolah","volume":"1","author":[\{
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\ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229  bahwa guru yang kreatif akan memberikan inspirasi kreatif kepada peserta didik. Seorang guru yang kreatif pasti telah menyiapkan dirinya sebelum kegiatan pembelajaran. }{\rtlch\fcs1 \ab\ai\af0\afs24 
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"id":399,"type":"article-journal","abstract":"Penelitian ini bertujuan untuk mengetahui besarnya kesiapan belajar serta 
keaktifan peserta didik dalam proses pembelajaran di TK PGRI Nogosari Yogyakarta dan untuk mengetahui seberapa besar pengaruh kesiapan belajar terhadap keaktifan peserta didik dalam proses pembelajaran di TK PGRI Nogosari Yogyakarta. Penelitian ini dihara
p
kan dapat memberikan kontribusi pemikir untuk memberikan sumbangan pemikiran bagi pengelola pendidikan dan sebagai bahan masukan serta evaluasi pembelajaran khususnya di TK PGRI Nogosari Yogyakarta untuk meningkatkan kualitas pendidikan. Hasil penelitian 
m
enunjukkan bahwa besarnya kesiapan belajar peserta didik dalam proses pembelajaran di TK PGRI Nogosari Yogyakarta adalah 55.882% dalam kategori Baik dan 44.118% dalam kategori Kurang, sedangkan besarnya keaktifan peserta didik dalam proses pembelajaran di
 TK PGRI Nogosari Yogyakarta adalah 58.824% dalam kategori Aktif dan 41.176% dalam kategori Kurang. Berdasarkan tabel interpretasi nilai r, nilai r hitung sebesar 0.735 berada pada interval 0.70 \endash 
 0.90 sehingga dapat disimpulkan ada hubungan yang kuat antara kesiapan belajar terhadap keaktifan peserta\~
 didik di TK PGRI Nogosari Yogyakarta. Sedangkan dari hasil analisis regresi linier sederhana dapat diketahui besarnya nilai R square yaitu 0.541, hal ini mengandung pengertian bahwa pengaruh kesiapan belajar t
erhadap keaktifan peserta didik dalam proses pembelajaran di TK PGRI Nogosari Yogyakarta adalah 54.1% (0.541 x 100%).","container-title":"Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini","DOI":"10.14421/jga.2018.32-02","ISSN":"2502-3519","issue":"
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\par  }{\rtlch\fcs1 \ab\ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Ketiga,}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229  }{\rtlch\fcs1 \ab\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
Kondisi fisik}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229  siswa sangat berpengaruh 
terhadap pengembangan kecerdasan linguistik siswa hal ini di dukung oleh teori dari Nur Laila, Tienjie dan Yul Iskandar bahwa kesehatan fisik siswa sangat berpengaruh dalam mengembangkan kecerdasan linguistik siswa }{\field\flddirty{\*\fldinst {
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"id":405,"type":"article-journal","abstract":"Kebugaran jasmani merupakan suatu kemampuan seseorang untuk melaksanakan aktivit
as sehari-hari tanpa mengarami kelelahan yang berarti, Sekolah SD Negeri 2 Cimanggu merupakan salah satu sekolah Negeri yang belum mempunyai gambaran umum tingkat kebugaran jasmani dan juga tingkat kecerdasan linguistik khususnya pada kelas tinggi. Maka d
a
ri itu peneliti tertarik untuk mengkorelasikan tingkat kebugaran jasmani dengan kecerdasan linguistik dan apabila terdapat korelasi positif dan signifikan akan menjadi perhatian setiap guru supaya berperan dalam menjaga tingkat kebugaran jasmani siswanya.
 
Metode penelitian yang digunakan yaitu metode korelasional yaitu mencari hubungan antar dua variabel atau lebih. Penelitian ini dilaksanakan di SD Negeri 2 Cimanggu Kecamatan Puspahiang Kabupaten Tasikmalaya pada siswa kelas tinggi saja dengan berjumlah 6
1 siswa. Teknik analisis data yang dilakukan pada penelitian ini adalah analisis\~
 data kuantitatif dan untuk Teknik pengumpulan data menggunakan tes dan angket. Hasil dari penelitian korelasi tingkat kebugaran jasmani dengan kecerdasan linguistik siswa kela
st tinggi SD Negeri 2 Cimanggu dengan jumlah sampel (n)=61 dengan taraf signifikansi 5%. Nilai koefisien bernilai sebesar 0,773. Koefisien ini bernilai searah menunjukan hubungan yang searah, artinya apabila tingkat kebugaran jasmani baik maka tingkat kec
e
rdasan linguistik siswa juga baik.","container-title":"STAND : Journal Sports Teaching and Development","DOI":"10.36456/j-stand.v1i2.2526","ISSN":"2722-2950","issue":"2","language":"en","note":"number: 2","page":"71-77","source":"jurnal.unipasby.ac.id","t
itle":"KORELASI TINGKAT KEBUGARAN JASMANI DENGAN KECERDASAN LINGUISTIK SISWA KELAS TINGGI","volume":"1","author":[\{"family":"Cecep","given":""\},\{"family":"Permana","given":"Rahmat"\},\{"family":"Nurfitriani","given":"Meiliana"\}],"issued":\{
"date-parts":[["2020",10,31]]\}\}\},\{"id":401,"uris":["http://zotero.org/users/local/VYBA46MA/items/WX97U8BM"],"uri":["http://zotero.org/users/local/VYBA46MA/items/WX97U8BM"],"itemData":\{
"id":401,"type":"article-journal","abstract":"Kecerdasan majemuk pertama kali diperkenalkan 
tahun 1983 oleh Howard Gardner di Harvard School of Education and Harvard Project Zero. Menurut Gardner, kecerdasan melebihi dari hanya sekedar IQ (Intelligence Quotient) karena IQ yang tinggi tanpa ada produktifitas bukan merupakan kecerdasan yang baik. 
A
nak harus dinilai berdasarkan apa yang mereka dapat kerjakan bukan apa yang tidak dapat mereka kerjakan. Kecerdasan didefinisikan sebagai kemampuan untuk memecahkan masalah dan memiliki nilai lebih dalam sebuah kultur masyarakat. Kecerdasan mejemuk diarti
k
an sebuah penilaian yang melihat secara deskriptif bagaimana individu menggunakan kecerdasannya untuk memecahkan masalah dan menghasilkan sesuatu. Delapan macam kecerdasan majemuk, yaitu: kecerdasan linguistik, kecerdasan logika matematika,kecerdasan kine
s
tetik, kecerdasan musikal, kecerdasan visual spasial, kecerdasan interpersonal, kecerdasan intrapersonal,dan kecerdasan naturalistik. Adapun faktor-faktor yang mempengaruhi kecerdasan majemuk salah satu diantaranya adalah lingkungan rumah, dimana di dalam
 lingkungan rumah meliputi pola asuh orang tua.\~
Kata Kunci: Multiple Intelligence, Pola Asuh","container-title":"KOPASTA: Journal of the Counseling Guidance Study Program","DOI":"10.33373/kop.v4i1.1118","ISSN":"2599-0071","issue":"1","language":"en; id","no
te":"number: 1","source":"www.journal.unrika.ac.id","title":"PENGARUH POLA ASUH TERHADAP KECERDASAN MAJEMUK ANAK","URL":"https://www.journal.unrika.ac.id/index.php/kopastajournal/article/view/1118","volume":"4","author":[\{
"family":"Marpaung","given":"Junierissa"\}],"accessed":\{"date-parts":[["2021",8,10]]\},"issued":\{"date-parts":[["2017",12,29]]\}\}\},\{
"id":403,"uris":["http://zotero.org/users/local/VYBA46MA/items/WAC8FYF2"],"uri":["http://zotero.org/users/local/VYBA46MA/items/WAC8FYF2"],"itemData":\{"id":403,"t
ype":"article-journal","abstract":"Penelitian ini mengungkapkan tiga pembahasan, yakni bagaimana implementasi ekstrakurikuler English Club di MIN 2 Sleman, bagaimana hasil yang dicapai dalam kegiatan ekstrakurikuler tersebut dilihat dalam konteks kecerdas
a
n linguistiknya, dan apa saja faktor pendukung dan penghambat selama kegiatan ekstrakurikuler ini berjalan. Penelitian ini adalah penelitian kualitatif dengan pendekatan fenomenologi. Metode pengumpulan data menggunakan observasi, wawancara, dan dokumenta
s
i. Sedangkan Teknik Analisis Data merujuk pada Miles dan Hubberman, yakni data reduction (reduksi data), data display (penyajian data), dan conclusion drawing/ Verification (menarik kesimpulan). Hasil dari penelitian ini adalah implementasi ekstrakurikule
r
 ini meliputi dua tahapan, yakni tahapan persiapan dan tahapan proses. Sedangkan hasil perkembangan kecerdasan linguistik siswa melalui kegiatan ekstrakurikuler English Club ini mencakup keterampilan mendengar, keterampilan berbicara, keterampilan menulis
,
 dan keterampilan membaca. Adapun faktor pendukungnya adalah peran kepala madrasah yang kuat, kualitas guru yang profesional, minat dan kecerdasan siswa yang baik, dan alat atau media yang mudah didapat. Sedangkan faktor penghambatnya antara lain kegiatan
 
ini bukan materi wajib, kurangnya minat bimbingan di rumah, dan media pembelajaran yang belum diperbarui.","container-title":"JEMARI (Jurnal Edukasi Madrasah Ibtidaiyah)","DOI":"10.30599/jemari.v2i2.662","ISSN":"2622-0776","issue":"2","language":"en","not
e":"number: 2","page":"65-75","source":"journal.stkipnurulhuda.ac.id","title":"Implementasi Kegiatan Ekstrakurikuler English Club dalam Mengembangkan Kecerdasan Linguistik Siswa MIN 2 Sleman","volume":"2","author":[\{"family":"Mas'udah","given":"Noor"\},
\{"family":"Ichsan","given":"Ahmad Shofiyuddin"\},\{"family":"Mujawazah","given":"Mujawazah"\}],"issued":\{"date-parts":[["2020",7,19]]\}\}\}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"\} }}{\fldrslt {
\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (Cecep et al., 2020; Marpaung, 2017; Mas\rquote udah et al., 2020)}}}\sectd \ltrsect
\margrsxn1701\margtsxn1134\margbsxn1134\psz9\sbknone\linex0\headery709\footery709\colsx708\endnhere\sectlinegrid360\sectdefaultcl\sectrsid15483126\sftnbj {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 . }{\rtlch\fcs1 
\ab\ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Keempat. }{\rtlch\fcs1 \ab\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 Kondisi emosi}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
 siswa termasuk dalam faktor pendukung kemampuan siswa dalam memotivasi dirinya. Motivasi ini merupakan bentuk dorongan dari siswa untuk membangun semangat diri. Sejalan dengan pendapat  dari  Suryabrata dalam }{\field\flddirty{\*\fldinst {\rtlch\fcs1 
\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229  ADDIN ZOTERO_ITEM CSL_CITATION \{"citationID":"TQSJlE89","properties":\{"formattedCitation":"(Abidin, 2020; Badwi, 2019)","plainCitation":"(Abidin, 2020; Badwi, 2019)","noteIndex":0\}
,"citationItems":[\{"id":408,"uris":["http://zotero.org/users/local/VYBA46MA/items/J2H9XWAV"],"uri":["http://zotero.org/users/local/VYBA46MA/items/J2H9XWAV"],"itemData":\{
"id":408,"type":"article-journal","abstract":"Disiplin ialah sebuah kata yang tidak asing dalam kehidupan sehari-hari. Kata \~ini \~sudah \~memasyarakat \~dan \~menyeluruh, \~baik \~di\~ sekolah, \~di kantor, di rumah
, atau dalam bepergian dan sebagainya. Disiplin adalah suatu tata tertib yang dapat mengatur tatanan kehidupan pribadi dan kelompok. Tata tertib itu bukan untuk buatan binatang, tetapi buatan manusia sebagai pembuat dan pelaku. Sedangkan disiplin timbul d
ari dalam jiwa karena adanya dorongan untuk menaati tata tertib tersebut. Disiplin\~ \~menjadi\~ \~poros\~ \~penentu\~ \~berbagai\~ \~hal\~ \~kesuksesan\~\~
 dalam pencapaian seseorang sebagaimana halnya dalam lingkup pembelajaran yang jika disiplin dilaksanakan dengan benar akan melahirkan prestasi belajar siswa.\\
nKata Kunci: Disiplin, Prestasi Belajar","container-title":"An-Nahdlah","issue":"2","language":"en","note":"number: 2","page":"46-63","source":"journal.stitjembrana.ac.id","title":"Hubungan Disiplin Belajar dengan Prestasi Belajar","volume":"6","author":[
\{"family":"Abidin","given":"Zainal"\}],"issued":\{"date-parts":[["2020",4,30]]\}\}\},\{"id":407,"uris":["http://zotero.org/users/local/VYBA46MA/items/WRPTQQDE"],"uri":["http://zotero.org/users/local/VYBA46MA/items/WRPTQQDE"],"itemData":\{
"id":407,"type":"article-journal","abstract":"Motive is something that resides in the individual who encourages to do something to achieve a goal or impulse that makes someone do an activity that has a specific purpose. While learning ach
ievement is the result achieved by someone after making learning changes, both at school and outside of school. Generating motivation in several ways, namely; understanding benefits, setting goals, creating a comfortable atmosphere, getting advice or sugg
e
stions from others in learning, getting positive suggestions from others, accepting motivation from the right motivator, avoiding things that can weaken motivation, strengthening self-suggestion, completing various facilities needed to support learning ac
t
ivities, and instilling awareness that learning is an activity that can be classified as worship. Motivation and learning are two things that influence each other. Learning is a change in behavior that is relatively permanent and potentially occurs as a r
e
sult of reinforcement based on the goal of achieving certain goals. While motivation is one of the important factors that influence learning and learning achievement. So that the higher the motivation you have, the more active your motivation will be and 
t
he learning frequency will increase.Motif merupakan sesuatu tenaga yang berada pada diri individu yang mendorong untuk berbuat mencapai suatu tujuan atau dorongan jiwa yang membuat seseorang melakukan suatu kegiatan yang memiliki tujuan tertentu. Sedangka
n
 prestasi belajar adalah hasil yang dicapai oleh seseorang setelah melakukan perubahan belajar, baik di sekolah maupun diluar sekolah. Membangkitkan motivasi dengan beberapa cara yakni; memahami manfaat, menetapkan tujuan, menciptakan suasana yang nyaman,
 
mendapatkan nasehat atau saran dari orang lain dalam belajar, mendapatkan sugesti positif dari orang lain, menerima pembangkitan motivasi dari motivator yang tepat, menghindari hal-hal yang bisa melemahkan motivasi, memperkuat self sugesti, melengkapi ber
b
agai fasilitas yang diperlukan untuk menunjang kegiatan belajar, dan menanamkan kesadaran bahwa belajar merupakan kegiatan yang bisa digolongkan sebagai ibadah. Motivasi dan belajar merupakan dua hal yang saling mempengaruhi. Belajar merupakan perubahan t
i
ngkah laku yang relatif permanen dan secara potensial terjadi sebagai hasil dari penguatan yang dilandasi tujuan untuk mencapai tujuan tertentu. Sementara motivasi merupakan salah satu faktor penting yang mempengaruhi belajar dan prestasi belajar. Sehingg
a
 semakin tinggi motivasi yang dimiliki maka akan mendorong lebih giat lagi dan frekuensi belajarnya menjadi semakin meningkat.","container-title":"Ash-Shahabah","ISSN":"2656-8292","issue":"1","language":"id","note":"number: 1","page":"26-35","source":"www
.journal-uim-makassar.ac.id","title":"PENGARUH MOTIVASI TERHADAP PRESTASI BELAJAR","volume":"5","author":[\{"family":"Badwi","given":"Ahmad"\}],"issued":\{"date-parts":[["2019",3,17]]\}\}\}
],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"\} }}{\fldrslt {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (Abidin, 2020; Badwi, 2019)}}}\sectd \ltrsect
\margrsxn1701\margtsxn1134\margbsxn1134\psz9\sbknone\linex0\headery709\footery709\colsx708\endnhere\sectlinegrid360\sectdefaultcl\sectrsid15483126\sftnbj {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
mendefinisikan motivasi sebagai suatu keadaan Internal diri seseorang atau individu yang mendorongnya untuk melakukan aktivitas tertentu guna mencapai suatu tujuan. Pendapat ini didukung oleh pendapat Winkel
 bahwa motivasi belajar kuat mempunyai banyak energi untuk melakukan kegiatan belajar }{\field\flddirty{\*\fldinst {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229  ADDIN ZOTERO_ITEM CSL_CITATION \{
"citationID":"QrK9rk5o","properties":\{"formattedCitation":"(Puspitoningrum, 2018; Ratnawati & Hasanah, 2021)","plainCitation":"(Puspitoningrum, 2018; Ratnawati & Hasanah, 2021)","noteIndex":0\},"citationItems":[\{
"id":413,"uris":["http://zotero.org/users/local/VYBA46MA/items/5I7UJFVK"],"uri":["http://zotero.org/users/local/VYBA46MA/items/5I7UJFVK"],"itemData":\{"id":413,"type":"article-journal
","abstract":"One role of teacher or teacher is to motivate students so they can interact with various sources of learning well. Learning resources are not just human, objects around, even the environment is also a source of learning. Learning resources a
r
e not just something to be designed for teaching purposes, but also the learning medium is needed to convey or intermediate to convey the purpose of the presented learning resources. The problem is, not all teachers or teachers are able to use or operate 
a
nd even create a learning media. whereas learning media are assessed to help teachers in delivering a lesson. the form of interaction between students with learning resources can vary. How to learn by listening to a lecture is one manifestation of the int
e
raction. But if the way to learn just from listening alone, it will doubt its effectiveness. Learning will be more effective if learners are given many opportunities to explore learning resources through intermediaries of various media. Therefore, the use
 
of media literacy is considered very necessary for teachers and teachers to improve their competence.","container-title":"Wacana : Jurnal Bahasa, Seni, dan Pengajaran","DOI":"10.29407/jbsp.v2i1.12743","ISSN":"2722-1490","issue":"1","language":"id","note":
"number: 1","page":"35-45","source":"ojs.unpkediri.ac.id","title":"IMPLEMENTASI LITERASI UNTUK MENINGKATKAN MOTIVASI PEMBELAJARAN PADA MATERI MEMBACA AKSARA JAWA SISWA SMA","volume":"2","author":[\{"family":"Puspitoningrum","given":"Encil"\}],"issued":\{
"date-parts":[["2018",4,22]]\}\}\},\{"id":411,"uris":["http://zotero.org/users/local/VYBA46MA/items/LKMT2UKG"],"uri":["http://zotero.org/users/local/VYBA46MA/items/LKMT2UKG"],"itemData":\{
"id":411,"type":"article-journal","container-title":"PAEDAGOGY : Jurnal Ilmu Pe
ndidikan dan Psikologi","DOI":"10.51878/paedagogy.v1i1.339","ISSN":"2797-3344","issue":"1","language":"en","note":"number: 1","page":"60-69","source":"www.jurnalp4i.com","title":"PERAN GURU DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA SELAMA PANDEMI COVID-19
","volume":"1","author":[\{"family":"Ratnawati","given":"Ratnawati"\},\{"family":"Hasanah","given":"Mir\rquote atul"\}],"issued":\{"date-parts":[["2021",7,21]]\}\}\}
],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"\} }}{\fldrslt {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (Puspitoningrum, 2018; Ratnawati & Hasanah, 2021)}}}\sectd \ltrsect
\margrsxn1701\margtsxn1134\margbsxn1134\psz9\sbknone\linex0\headery709\footery709\colsx708\endnhere\sectlinegrid360\sectdefaultcl\sectrsid15483126\sftnbj {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 . 
\par }{\rtlch\fcs1 \ab\ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Kelima,}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229  }{\rtlch\fcs1 \ab\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
Gaya belajar}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
. Gaya belajar sangat berpengaruh terhadap kecerdasan linguistik siswa. Menurut Gardner semua anak memiliki jalan yang berbeda untuk  belajar. Bermacam-macam jalan yang memberi peluang kepada mas
ing-masing individu dapat menunjukannya merupakan langkah  pertama yang  penting }{\field\flddirty{\*\fldinst {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229  ADDIN ZOTERO_ITEM CSL_CITATION \{
"citationID":"ZU3UM9KJ","properties":\{"formattedCitation":"(Fathani, 2017; Wuriyani et al., 2021)","plainCitation":"(Fathani, 2017; Wuriyani et al., 2021)","noteIndex":0\},"citationItems":[\{
"id":415,"uris":["http://zotero.org/users/local/VYBA46MA/items/G5TVKHCD"],"uri":["http://zotero.org/users/local/VYBA46MA/items/G5TVKHCD"],"itemData":\{"id":415,"type":"article-journal","abstract":"Sejak peradab
an manusia bermula, matematika memainkan peranan yang sangat vital dalam kehidupan sehari-hari. Di sisi lain, praktik pendidikan matematika di Indonesia masih memiliki tantangan untuk meningkatkan gairah (semangat dan motivasi) belajar matematika bagi sis
w
a. Salah satu pendekatan humanis yang dapat diimplementasikan adalah menggunakan paradigma pembelajaran berdasarkan teori kecerdasan majemuk yang digagas Gardner. Penerapan pembelajaran dengan menggunakan pendekatan kecerdasan majemuk ini diharapkan siswa
 
dapat belajar secara bermakna. Dengan kata lain, siswa dapat mempelajari matematika dengan mengoptimalkan potensi kecerdasan yang dimilikinya. Dengan mengoptimalkan gaya belajar yang dipengaruhi oleh tingkat kecerdasan majemuk, siswa dapat terlibat secara
 
aktif dalam proses pembelajaran matematika, siswa lebih dapat menunjukkan kelebihan dan keunikan yang dimilikinya sehingga siswa merasa lebih dihargai yang akhirnya dapat meningkatkan kepercayaan diri dan menimbulkan rasa tanggungjawab siswa dalam proses 
p
embelajaran matematika.","container-title":"Jurnal Pendidikan Matematika (JPM)","DOI":"10.33474/jpm.v2i1.200","ISSN":"2656-4564","issue":"1","language":"id","note":"number: 1","page":"1-10","source":"riset.unisma.ac.id","title":"REORIENTASI VISI PEMBELAJA
RAN MATEMATIKA SEKOLAH (Implikasi Teori Kecerdasan Majemuk Gardner dalam Praktik Pembelajaran Matematika di Sekolah)","volume":"2","author":[\{"family":"Fathani","given":"Abdul Halim"\}],"issued":\{"date-parts":[["2017",3,20]]\}\}\},\{
"id":417,"uris":["http://zotero.org/users/local/VYBA46MA/items/XJJIHUGM"],"uri":["http://zotero.org/users/local/VYBA46MA/items/XJJIHUGM"],"itemData":\{
"id":417,"type":"article-journal","abstract":". The purpose of this study is to determine student learning styles, teacher strategies i
n teaching based on student learning styles, and the implications of student learning styles in Thematic learning in class III A MIN 3 Bantul Yogyakarta. The research is conducted using qualitative methods, with the type of field research, data collection
 
techniques are carried out by observation, documentation and interviews. While the data analysis used Sugiyono's Circular model, namely the descriptive stage, the reduction stage and the selection stage. The results of the data analysis are: 1) There are 
s
ix types of learning styles in class III MIN 3 Bantul, namely verbal, aural, kinesthetic, visual, logical, and social learning styles. Of the six student learning styles, the dominant frequency of student learning styles in this class is the kinesthetic l
earning style. 2) There are several specific strategies from the teacher in teaching based on students\rquote 
 learning styles of class III A by adjusting their classes. 3). There are two implications of student learning styles in class III A MIN Bantul Yogyakarta
 in Thematic learning, namely using mental science in the application of student learning styles and the importance of knowing student learning styles.","container-title":"Primary : Jurnal Keilmuan dan Kependidikan Dasar","DOI":"10.32678/primary.v13i1.376
9","ISSN":"2623-2685","issue":"1","language":"en","note":"number: 1","page":"43-58","source":"www.jurnal.uinbanten.ac.id","title":"GAYA BELAJAR SISWA KELAS III A DALAM PEMBELAJARAN TEMATIK DI MIN 3 BANTUL YOGYAKARTA","volume":"13","author":[\{
"family":"Wuriyani","given":"Wuriyani"\},\{"family":"Samsudin","given":"Samsudin"\},\{"family":"Asrofi","given":"Muhammad"\},\{"family":"Ichsan","given":"Ahmad Shofiyuddin"\}],"issued":\{"date-parts":[["2021",6,29]]\}\}\}
],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"\} }}{\fldrslt {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (Fathani, 2017; Wuriyani et al., 2021)}}}\sectd \ltrsect
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. Faktor internal terpenting adanya kebijakan dalam mengembangkan kompetensi guru dalam mengembangkan kecerdasan linguistik siswa yaitu dengan mengikut sertakan guru dalam KKG (Kelomp
ok Kerja Guru) di awal semester guru  wajib mengumpulkan administrasi pembelajaran guru diharapkan mampu merancang pembelajaran dalam bentuk tertulis sebelum praktik mengajar. Kelengkapan administrasi dalam mengajar sangat penting bagi guru guna membuat k
e
giatan pembelajaran menyenangkan dan mengundang siswa untuk aktif di dalamnya. Guru termotivasi meningkatkan kompetensi yang akhirnya kinerja bisa meningkat. Hal ini sesuai dengan tanggung jawab seorang guru yaitu bukan hanya transfer ilmu tapi juga trans
fer nilai.
\par Faktor eksternal yang ditujukan untuk mengembangkan kecerdasan linguistik siswa. yaitu: Program Sekolah. Program sekolah merupakan kegiatan non for
mal yang ditujukan sebagai program penunjang dalam mengembangkan kecerdasan siswa. Menurut Thomas Armstrong kecerdasan dapat dikembangkan dengan pendidikan non formal }{\field\flddirty{\*\fldinst {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229  ADDIN ZOTERO_ITEM CSL_CITATION \{"citationID":"lXaJwqLW","properties":\{"formattedCitation":"(Homone, 2020)","plainCitation":"(Homone, 2020)","noteIndex":0\},"citationItems":[\{
"id":419,"uris":["http://zotero.org/users/local/VYBA46MA/items/HZ9QZW7B"],"uri":["http://zotero.org/users/local/VYBA46MA/items/HZ9QZW7B"],"itemData":\{"id":419,"type":"arti}{\rtlch\fcs1 \af890\afs24 \ltrch\fcs0 \f890\fs24\insrsid7154229\charrsid7154229 
cle-journal","container-title":"Bulletin of the Transilvania University of Bra\'ba
ov, Series VIII: Performing Arts","ISSN":"2344-200X","issue":"2-Suppl","language":"English","note":"publisher: Editura Universitatii Transilvania din Brasov","page":"93-102","so}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
urce":"www.ceeol.com","title":"Musical Education aspects in the contemporary school based on the Theory of Multiple Intelligence","volume":"13","author":[\{"family":"Homone","given":"Alexandra-Ioana"\}],"issued":\{"date-parts":[["2020"]]\}\}\}
],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"\} }}{\fldrslt {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (Homone, 2020)}}}\sectd \ltrsect
\margrsxn1701\margtsxn1134\margbsxn1134\psz9\sbknone\linex0\headery709\footery709\colsx708\endnhere\sectlinegrid360\sectdefaultcl\sectrsid15483126\sftnbj {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 . Mendukung dari }{
\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229  Council Of Europe \'93The Assembly recognises that formal educational systems alone cannot respond to the challenges of modern society and therefore w
elcomes its reinforcement by non-formal educational practices}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 \'94
 (Majlis mengakui bahwa sistem pendidikan formal tidak dapat menjawab  tantangan masyarakat modern dan oleh karena itu menyambut baik penguatannya dengan praktik pendidikan non formal) }{\field\fldedit{\*\fldinst {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229  ADDIN ZOTERO_ITEM CSL_CITATION \{"citationID":"ZAaHZ7Pk","properties":\{"formattedCitation":"(Ugwuzor, 2017)","plainCitation":"(Ugwuzor, 2017)","noteIndex":0\},"citationItems":[\{
"id":423,"uris":["http://zotero.org/users/local/VYBA46MA/items/SIGEBQFX"],"uri":["http://zotero.org/users/local/VYBA46MA/items/SIGEBQFX"],"itemData":\{
"id":423,"type":"article-journal","abstract":"No educational practice can be deemed all sufficient and adequately fit to combat wholesomely contemporary societal problems; as such education is a 
continuous process both for the developed and the developing communities. For this fact any educational practice that can uplift the wellbeing of individuals, groups, communities and the nation at large could be adopted and promoted. Adult and non-formal 
e
ducation therefore is proposed and discussed in this paper as promisingly a veritable instrument for individual, group community and national development. On this backdrop the evolution of adult and non-formal education; the forms of adult and non-formal 
e
ducation and the characteristics were itemized and discussed in this paper. More so, the thrust of adult and non-formal education in community development was also examined before the conclusion.","language":"en","page":"13","source":"Zotero","title":"ADU
LT AND NON-FORMAL EDUCTAION: A PROMISING FACILITATOR OF SUSTAINABLE COMMUNITY AND NATIONAL DEVELOPMENT","volume":"4","author":[\{"family":"Ugwuzor","given":"Stephen Ogbonnaya"\}],"issued":\{"date-parts":[["2017"]]\}\}\}
],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"\} }}{\fldrslt {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (Ugwuzor, 2017}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\lang1033\langfe1033\langnp1033\insrsid5525636  }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 )}}}\sectd \ltrsect
\margrsxn1701\margtsxn1134\margbsxn1134\psz9\sbknone\linex0\headery709\footery709\colsx708\endnhere\sectlinegrid360\sectdefaultcl\sectrsid15483126\sftnbj {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 .  
\par Jadi dapat diketahui bahwa perkembangan kecerdasan linguistik  siswa sangat dipengaruhi oleh kolaborasi guru dan orang tua sehingga memberikan kontribusi dalam memudahkan siswa untuk m
encapai tujuan pembelajaran. Begitu juga halnya dengan pihah SMKN 1 Rejang Lebong tang tidak melepaskan diri dari sinergitas kepada orang tua siswa secara harmonis. Dengan begitu mereka peka terhadap masalah yang menggangu perkembangan kecerdasan linguist
i
k siswa dan diberikan bimbingan serta bantuan yang sangat tepat. Begitu juga dengan penentuan strategi dan metode pembelajaran, penyediaan sumber, alat dan sarana pembelajaran, penentuan cara dan penilaian proses hasil belajar, serta setting lingkungan pe
m
belajaran. Sebab dalam mengembangkan kecerdasan linguistik atau pintar bahasa memerlukan waktu, kesabaran, pelatihan serta dukungan dalam proses perkembangannya. Kesadaran semua pihak (guru dan orang tua) akan memberikan mereka wadah serta pembimbing yang
 menarik perhatian untuk mengembangkan kecerdasan linguistiknya.
\par }\pard\plain \ltrpar\s22\qj \li0\ri0\sa120\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid11870107 \rtlch\fcs1 \af0\afs22\alang1025 \ltrch\fcs0 \f37\fs22\lang1057\langfe1033\cgrid\langnp1057\langfenp1033 {\rtlch\fcs1 
\ab\af0\afs24 \ltrch\fcs0 \b\f0\fs24\lang1057\langfe1057\langfenp1057\insrsid8021619\charrsid7154229 PENUTUP}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1057\langfe1057\langfenp1057\insrsid8021619\charrsid7154229 
\par }\pard\plain \ltrpar\qj \fi709\li0\ri0\sa120\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid11870107 \rtlch\fcs1 \af0\afs22\alang1025 \ltrch\fcs0 \f37\fs22\lang1057\langfe1033\cgrid\langnp1057\langfenp1033 {\rtlch\fcs1 
\ab\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 Strategi guru dalam mengembangkan kecerdasan linguistik siswa di SMKN 1 Rejang Lebong kelas XII Teknik Informatika Komputer berdasarkan indikator kecerdasan linguistik itu sendiri. Ind
ikator mendengar menerapkan strategi Dictogloss, indikator membaca menerapkan strategi }{\rtlch\fcs1 \ab\ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid4615062\charrsid4615062 Know Want to Learning}{\rtlch\fcs1 \ab\af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 , indikator menulis dengan menerapkan strategi penulisan terbimbing, indikator berbicara menggunakan strategi pembelajaran kooperatif (SPK) dengan m
enerapkan metode diskusi dengan hasil siswa mampu menjelaskan meteri yang telah dipelajari degan baik.}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1057\langfe1057\langfenp1057\insrsid8021619\charrsid7154229 . 
\par }\pard\plain \ltrpar\s22\qj \li0\ri0\sa120\sl259\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid11870107 \rtlch\fcs1 \af0\afs22\alang1025 \ltrch\fcs0 \f37\fs22\lang1057\langfe1033\cgrid\langnp1057\langfenp1033 {
\rtlch\fcs1 \ab\af0\afs24 \ltrch\fcs0 \b\f0\fs24\lang1057\langfe1057\langfenp1057\insrsid8021619\charrsid7154229 DAFTAR PUSTAKA}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8021619\charrsid7154229 
\par }\pard\plain \ltrpar\qj \fi-709\li709\ri0\sb120\sa160\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin709\itap0\pararsid7154229 \rtlch\fcs1 \af0\afs22\alang1025 \ltrch\fcs0 \f37\fs22\lang1057\langfe1033\cgrid\langnp1057\langfenp1033 
{\field\fldedit{\*\fldinst {\rtlch\fcs1 \ab\af0\afs24 \ltrch\fcs0 \b\f0\fs24\insrsid7154229\charrsid7154229  ADDIN ZOTERO_BIBL \{"uncited":[],"omitted":[],"custom":[]\} CSL_BIBLIOGRAPHY }}{\fldrslt {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 Abidin, Z. (2020). Hubungan Disiplin Belajar dengan Prestasi Belajar. }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 An-Nahdlah}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 6}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (2), 46\endash 63.
\par Aisyah, T., & Lubis, L. A. (2017). Strategi Komunikasi Dalam Membangun Kepedulian Masyarakat Terhadap Kelestarian Lingkungan:(Studi Deskriptif Kualitatif Mengenai Strategi Komu
nikasi Yang Dilakukan Yayasan Go-River Pada Masyarakat Bantaran Sungai Deli Lingkungan V Kelurahan Sukaraja Medan Maimun). }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 KomunikA}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 13}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (2).
\par Anisah, Z. (2019). Relevansi Operasional Bahasa dengan Otak Manusia. }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Stilistika: Jurnal Pendidikan Bahasa Dan Sastra}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 12}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (2), 187\endash 196.
\par Badwi, A. (2019). Pengaruh Motivasi Terhadap Prestasi Belajar. }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Ash-Shahabah}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 
\ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 5}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (1), 26\endash 35.
\par Cecep, Permana, R., & Nurfitriani, M. (2020). Korelasi Tingkat Kebugaran Jasmani Dengan Kecerdasan Linguistik Siswa Kelas Tinggi. }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 STAND\u8239\'a0: Journal Sp
orts Teaching and Development}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 1}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 (2), 71\endash 77. https://doi.org/10.36456/j-stand.v1i2.2526
\par Ciesielska, M., Bostr\'f6m, K. W., & \'d6hlander, M. (2018). Observation Methods. In M. Ciesielska & D. Jemielniak (Eds.), }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 
Qualitative Methodologies in Organization Studies: Volume II: Methods and Possibilities}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229  (pp. 33\endash 
52). Springer International Publishing. https://doi.org/10.1007/978-3-319-65442-3_2}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229 
\par }\pard \ltrpar\ql \fi-480\li480\ri0\sl360\slmult1\nowidctlpar\wrapdefault\faauto\rin0\lin480\itap0\pararsid5525636 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1024\langfe1024\noproof\insrsid4407733\charrsid4407733  }{\rtlch\fcs1 \af0\afs24 
\ltrch\fcs0 \f0\fs24\lang1024\langfe1024\noproof\insrsid5525636\charrsid14168879 Destriani. \'93Inovasi Pengembangan Kurikulum Pendidikan Agama Islam Di SMKN Negeri 1 Rejang Lebong.\'94 }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 
\i\f0\fs24\lang1024\langfe1024\noproof\insrsid5525636\charrsid14168879 International Journal Of Educational Resources}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1024\langfe1024\noproof\insrsid5525636\charrsid14168879  2, no. 6 (2022): 614\endash 30.

\par \emdash \emdash \emdash . \'93Pembelajaran Pendidikan Agama Islam Berbasis Moderasi Beragama Menuju Society Era 5.0.\'94 }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\lang1024\langfe1024\noproof\insrsid5525636\charrsid14168879 
International Journal Of Educational Resources}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1024\langfe1024\noproof\insrsid5525636\charrsid14168879  2, no. 06 (2021): 648\endash 64.
\par }\pard \ltrpar\qj \fi-480\li480\ri0\sl360\slmult1\nowidctlpar\wrapdefault\faauto\rin0\lin480\itap0\pararsid9708384 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1024\langfe1024\noproof\insrsid5525636 
\par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1024\langfe1024\noproof\insrsid4407733\charrsid4407733 Destriani, Rasmini, Amriyadi, and Hezi Jeniati. 2022. \'93Upaya Guru Pendidikan Agama Islam Dalam Menanamkan Pemahaman Literasi Keagamaan.\'94 }{
\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\lang1024\langfe1024\noproof\insrsid4407733\charrsid4407733 Jurnal Ilmiah Pendidikan Citra Bakti}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1024\langfe1024\noproof\insrsid4407733\charrsid4407733 
 9 (1): 1\endash 12.}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1024\langfe1024\noproof\insrsid4407733\charrsid9708384 
\par }\pard \ltrpar\qj \fi-709\li709\ri0\sb120\sa160\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin709\itap0\pararsid7154229 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
Fachruddin, F. (2017). Pengembangan Daya Kreatif (Creative Power) Melalui Dunia Sekolah: Identifikasi Isu. }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Sukma: Jurnal Pendidikan}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 1}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (1), 131\endash 175.
\par Fathani, A. H. (2017). Reorientasi Visi Pembelajaran Matematika Sekolah (Implikasi Teori Kecerdasan Majemuk Gardner dalam Praktik Pembelajaran Matematika di Sekolah). }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 
Jurnal Pendidikan Matematika (JPM)}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 2}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 (1), 1\endash 10. https://doi.org/10.33474/jpm.v2i1.200
\par Flynn, C. J. (2020). 2. The Native Speaker and Target Models in Second Language Acquisition. In }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Adult Minority Language Learning}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229  (pp. 27\endash 57). Multilingual Matters.
\par Freeman, E. (2021). }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Language as the Medium: A Literature Review. Harnessing the Prolific Power of Dramatic Language as a Therapeutic Tool in Drama Therapy}{\rtlch\fcs1 
\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 .
\par Gunawan, P. (2017). Penerapan Strategi Aktivitas Menulis Terbimbing (SAMT) Untuk Meningakatan Keterampilan Menulis Teks Pengumuman Siswa Kelas VII SMP Negeri 7 Rambah Rokan Hulu. }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 
\i\f0\fs24\insrsid7154229\charrsid7154229 Jurnal PAJAR (Pendidikan Dan Pengajaran)}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 1}{
\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (2), 223\endash 233.
\par Hamilton, A. B., & Finley, E. P. (2019). Qualitative methods in implementation research: An introduction. }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Psychiatry Research}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 280}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
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\par Homone, A.-I. (2020). Musical Education aspects in the contemporary school based on the Theory of Multiple Intelligence. }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Bulletin of the}{\rtlch\fcs1 \ai\af890\afs24 
\ltrch\fcs0 \i\f890\fs24\insrsid7154229\charrsid7154229  Transilvania University of Bra\'baov, Series VIII: Performing Arts}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 
\i\f0\fs24\insrsid7154229\charrsid7154229 13}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (2-Suppl), 93\endash 102.
\par Huberman, M., & Miles, M. B. (2002). }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 The Qualitative Researcher\rquote s Companion}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 . SAGE.
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\ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Jurnal Junjungan Pendidikan: Intelektual Dan Edukatif}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 
\i\f0\fs24\insrsid7154229\charrsid7154229 5}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (1), 42\endash 68.
\par JEONG, K.-O. (2018). Developing Efl Learners\rquote communicative Competence Through Multimedia-Assisted Language Learning. }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 
Journal of Theoretical & Applied Information Technology}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 96}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 (5).
\par Jewaru, M. E., Simpen, I. W., & Dhanawaty, N. M. (2020). Penerapan Strategi Kwl (Know, Want To Know, Learned) dalam Meningkatkan Kemampuan Membaca Pemahaman Siswa Kelas VIII SMP Bali Star Academy Tahun Ajaran 2019/2020. }{\rtlch\fcs1 \ai\af0\afs24 
\ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Jurnal Pendidikan Bahasa Dan Sastra Indonesia Undiksha}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 
\i\f0\fs24\insrsid7154229\charrsid7154229 10}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (1), 57\endash 63.
\par Knox, S., & Burkard, A. W. (2009). Qualitative research interviews. }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Psychotherapy Research}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{
\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 19}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (4\endash 5), 566\endash 575. https://doi.org/10.1080/10503300802702105
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\ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Mirlam: Jurnal Pendidikan Bahasa Dan Sastra Indonesia}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 
\i\f0\fs24\insrsid7154229\charrsid7154229 1}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (1), 1\endash 14.
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}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 2}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (3), 387\endash 
400.
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\i\f0\fs24\insrsid7154229\charrsid7154229 Jurnal Pena Ilmiah: Vol}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 2}{\rtlch\fcs1 \af0\afs24 
\ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (1).
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\f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 4}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 
(1), Article 1. https://doi.org/10.33373/kop.v4i1.1118
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JEMARI (Jurnal Edukasi Madrasah Ibtidaiyah)}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 2}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 (2), 65\endash 75. https://doi.org/10.30599/jemari.v2i2.662
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\f0\fs24\insrsid7154229\charrsid7154229 .
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\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 3}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (1), 13\endash 28.
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\i\f0\fs24\insrsid7154229\charrsid7154229 Jurnal Pendidikan Dan Pembelajaran Khatulistiwa}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 8}{
\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (1), Article 1. https://jurnal.untan.ac.id/index.php/jpdpb/article/view/30668
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\f0\fs24\insrsid7154229\charrsid7154229 (2), 111\endash 115. https://doi.org/10.46822/paedagogie.v7i2.134
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Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 3}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 (2), 81\endash 90. https://doi.org/10.14421/jga.2018.32-02
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\f0\fs24\insrsid7154229\charrsid7154229 (1), 35\endash 45. https://doi.org/10.29407/jbsp.v2i1.12743
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{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 1}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (1), 60\endash 
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JINOTEP (Jurnal Inovasi Dan Teknologi Pembelajaran): Kajian Dan Riset Dalam Teknologi Pembelajaran}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 
\i\f0\fs24\insrsid7154229\charrsid7154229 4}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (1), 47\endash 55.
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343. https://doi.org/10.24114/jupiis.v11i2.14206
\par Sit, M. (2017). }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Psikologi Perkembangan Anak Usia Dini Edisi Pertama}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 . Kencana.
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\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 9}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (3), 33.
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\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 . Yayasan Penerbit Muhammad Zaini.
\par Suwandi, S. (2019). Mereduksi Benturan Kecerdasan Dalam Pembelajaran Bahasa Indonesia Di Era Revolusi Industri 4.01. }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Prosiding Seminar Nasional Fakultas Keguruan
 Dan Ilmu Pendidikan}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , 1.
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\f0\fs24\insrsid7154229\charrsid7154229 . }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 4}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , 13.
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\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 3}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (2).
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\i\f0\fs24\insrsid7154229\charrsid7154229 Kontekstualita}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 32}{\rtlch\fcs1 \af0\afs24 
\ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (01), Article 01. http://e-journal.lp2m.uinjambi.ac.id/ojp/index.php/Kontekstualita/article/view/30
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\af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 4}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 (1), 1\endash 16. https://d
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\f0\fs24\insrsid7154229\charrsid7154229 (2), 168\endash 189. https://doi.org/10.32332/tarbawiyah.v4i2.2229
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. Bumi Aksara.
\par Wuriyani, W., Samsudin, S., Asrofi, M., & Ichsan, A. S. (2021). Gaya Belajar Siswa Kelas Iii A Dalam Pembelajaran Tematik di MIN 3 Bantul Yogyakarta. }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 Primary\u8239\'a0
: Jurnal Keilmuan Dan Kependidikan Dasar}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid7154229\charrsid7154229 , }{\rtlch\fcs1 \ai\af0\afs24 \ltrch\fcs0 \i\f0\fs24\insrsid7154229\charrsid7154229 13}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid7154229\charrsid7154229 (1), 43\endash 58. https://doi.org/10.32678/primary.v13i1.3769
\par }\pard \ltrpar\ql \fi-2\li0\ri0\sa160\sl259\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid7154229 }}\pard\plain \ltrpar\ql \fi-2\li0\ri0\sa160\sl259\slmult1
\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid7154229 \rtlch\fcs1 \af0\afs22\alang1025 \ltrch\fcs0 \f37\fs22\lang1057\langfe1033\cgrid\langnp1057\langfenp1033 \sectd \ltrsect
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\par }\pard \ltrpar\qj \li0\ri0\sa120\sl259\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid2582240 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\lang1033\langfe1057\langnp1033\langfenp1057\insrsid11870107\charrsid7154229 
\par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\lang1033\langfe1057\langnp1033\langfenp1057\insrsid2582240\charrsid7154229 
\par \sect }\sectd \ltrsect\margrsxn1701\margtsxn1134\margbsxn1134\psz9\sbknone\linex0\headery709\footery709\colsx708\endnhere\sectlinegrid360\sectdefaultcl\sectrsid2105746\sftnbj \pard\plain \ltrpar\qj \li0\ri0\sl259\slmult1
\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid16007644 \rtlch\fcs1 \af0\afs22\alang1025 \ltrch\fcs0 \f37\fs22\lang1057\langfe1033\cgrid\langnp1057\langfenp1033 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 
\f0\fs24\insrsid863955\charrsid7154229 
\par 
\par 
\par 
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