INTRODUCTION ACTIVITIES IN INTEGRATED LEARNING

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A. MEANING ACTIVITIES INTRODUCTION
Preliminary activities are an integral part that can not be separated with other learning components. Preliminary activities are basically activities that must be taken by teachers and students at each time the execution of a lesson. The main function of preliminary activities is to create an effective early learning atmosphere that enables students to follow the learning process well. For example when starting the lesson, the teacher greets the child with a passionate and joyful tone (greeting), checks the attendance of the students and asks for the absence of the students if anyone is not present. Through this activity, students will be motivated to actively speak and express opinions so that in the end will come the curiosity of each child. Thus, through preliminary activities students will be led to the core activities both related to the task of learning that must be done and related to teaching materials that must be understood.
B. FORM OF INTRODUCTION ACTIVITIES
The activity of preparing students directly related to the material to be discussed is called the initial activity of learning. Meanwhile, activities that are not directly related to the material or competence to be discussed are called pre-learning activities.
The main activities that need to be carried out in the introduction live streaming bola  of this lesson include creating the initial conditions of conducive learning, giving reference, conducting apperception and pre-test. Preliminary activities are as follows:
1. Creation of Initial Conditions of Learning
Integrated learning process will work well if teachers from the beginning can condition learning activities effectively. Efforts that need to be made to realize the initial conditions of effective learning are for example:
a. Checking or checking student attendance (presence, attendance)
Before the core activities of learning begins should the teacher check or check the presence of students first. If the number of students in one class counted a lot then need a more practical way so as not to take too much or spend time, one way that teachers can do is to ask or ask students who attend the class to mention students who are absent, then the teacher asked the reason absenteeism of the absent students.
b. Grow students’ readiness
Student readiness is one of the learning principles that is very influential on student learning outcomes. There are several alternatives that teachers can do in creating students’ learning readiness, especially those done at the beginning of learning include:
1. Assist or guide students in preparing facilities and learning resources needed in learning activities.
2. Creating conducive and constructive learning conditions in the classroom.
3. Demonstrate a high level of enthusiasm (enthusiasm) and interest in teaching.
4. Controlling (managing) all students starting from the beginning of learning.
5. Using learning media in accordance with learning objectives as well as student interests and concerns.
6. Determine learning activities that enable students to do so.
c. Create a democratic learning environment
From the time of the beginning of the learning, students should have begun to be directed to a democratic condition or learning environment in order to foster students’ active learning. A democratic atmosphere in integrated learning will foster students’ courage in answering questions, the courage to ask questions, the courage to argue or put out ideas, and the courage to show performance. To that end teachers should develop early learning activities that enable students to feel free, voluntary, not feel pressured or forced into learning.

d. Generating student learning motivation
Motivation is the driving force of learning activities. Student learning motivation is closely related to the goals to be achieved by students. When students are learning to realize that the goal to be achieved useful or useful for him then the motivation to learn will emerge strongly. Learning motivations such as intrinsic or internal motivation. Extrinsic motivation or external motivation is the motivation to learn in order to gain something (praise, reward). Intrinsic motivation is also called pure motivation. Teachers should try to generate intrinsic motivation in students at the beginning of integrated learning activities. For example by way of explaining the relevance of learning objectives with the interests or needs of students. Extrinsic motivation can be generated, among other things, by giving reinforcement such as giving praise or prizes, creating a fun learning situation, or giving advice.
e. Awaken the students’ attention