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All Journal Jurnal Ilmiah Telaah Manajemen Civis: Jurnal Ilmiah Ilmu Sosial dan Pendidikan Jurnal PTK dan Pendidikan
Budi Astuti, Cahyaning
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Religion Humanities Decision Sciences, Operations Research & Management Education Law, Crime, Criminology & Criminal Justice Social Sciences

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PENGARUH MODAL SOSIAL DAN KOMPETENSI GURU TERHADAP KINERJA GURU DAN DIMODERASI BUDAYA ORGANISASI (Studi pada Guru SMP Negeri di Sub Rayon 02 Kota Semarang) Budi Astuti, Cahyaning; Basiya, R
Jurnal Ilmiah Telaah Manajemen Vol 14 No 2 (2017): VOLUME XIV NO. II 2017
Publisher : Jurnal Ilmiah Telaah Manajemen

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (20837.416 KB)

Abstract

This study aims to examine and analyze the effect of social capital on the performance of teachers in the SMP Negeri in Sub Rayon 02 Semarang ; test and analyze the influence of teacher competence on the performance of teachers in the SMP Negeri in Sub Rayon 02 Semarang ; test and analyze the influence of organizational culture on performance of teachers in the SMP Negeri in Sub Rayon 02 Semarang ; test and analyze the influence of organizational culture on the relationship between social capital and the performance of teachers in the SMP Negeri in Sub Rayon 02 Semarang ; to test and analyze the influence of organizational culture on the relationship between teacher competence and performance of teachers in the SMP Negeri in Sub Rayon 02 Semarang. This type of research is explanatory research , using a quantitative approach . The population in this study is teachers of SMP Negeri in Sub Rayon 02 Semarang which amounts to 251 people . Samples were taken using nonprobability sampling techniques, from of 154 teachers. Mechanical analysis uses model test liner analysis , F test (ANOVA) , R² test and t test , regression test hypothesis testing moderation . The results showed that ; social capital has significant and positive on teacher performance; competence teacher has significant and positive on teacher performance; cultural organizations have significant and positive on teacher performance; organizational culture does not moderate the relation of social capital and teachers performance; organizational culture to moderate the relationship between the competence of teachers and teachers performance Key words : social capital , competence of teachers , teacher performance and organizational culture .
THE IMPLEMENTATION OF DISCOVERY LEARNING TO IMPROVE CRITICAL THINKING SKILLS AND LEARNING OUTCOMES OF STUDENTS IN CLASS VIIE SMPN 29 SEMARANG Bagus Wicaksono, Rudy; Rahmawati, Naillysa; Budi Astuti, Cahyaning; Sunarto, Sunarto
Jurnal PTK dan Pendidikan Vol. 10 No. 1 (2024): Januari - Juni
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/ptk.v10i1.12181

Abstract

This research employed a Classroom Action Research approach to enhance critical thinking abilities and student learning outcomes regarding the historical development of Pancasila. This was achieved through a discovery learning model, assisted by Kalpancas Media and Blooket, in Class VII-E of SMP Negeri 29 Semarang. The success of this classroom action research was evaluated using several performance indicators. (1) The mean value of students' knowledge of their ability to play Blooket is at least good, with a daily assessment of at least 80; (2) The mean student attitude score is at least good; (3) The mean student skill score is at least 80; and (4) The mean student learning achievement standard is at least 78, with an average classical learning completion score of 80%. The results of the research demonstrate that students' critical thinking skills, as evidenced by the formative assessment results in the areas of knowledge (assignments), attitudes, and skills, as well as their performance in the Blooket game during Cycle I, exhibited an average of 76.47. This value increased to 90 in Cycle II. The mean score for this item was 58. In the attitude aspect, the mean score in Cycle I was 60.29, which increased to 83.82 in Cycle II. Subsequently, the skill aspect was evaluated. In cycle I, the average was 81.25, and in cycle II, there was an increase of 88.33. In contrast, the mean scores for Blooket in Cycle I were 70, with an increase to 81.17 in Cycle II. In contrast, the pre-cycle student learning outcomes demonstrated a relatively low level of completeness, with only 41.17% (14 children) achieving this outcome. Subsequently, there was an increase of 73.53% (25 children) in Cycle I. In Cycle II, there was an increase of 85.30% (29 children). Consequently, there was an enhancement in both critical thinking abilities and academic outcomes among students enrolled in VII-E at SMP Negeri 29 Semarang.   Keywords: Critical Thinking Skills, Learning Outcomes, Discovery Learning, Kalpancas, Combination, and Blooket. 
PENERAPAN EMPAT ELEMEN KUNCI DALAM MATA PELAJARAN PENDIDIKAN PANCASILA PADA CAPAIAN PEMBELAJARAN DI FASE D KELAS VII Sudrajat, Rahmat; Budi Astuti, Cahyaning
Civis : Jurnal Ilmiah Ilmu Sosial dan Pendidikan Vol 12, No 1 (2023): JANUARI 2023
Publisher : FPIPSKR Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/civis.v12i1.14579

Abstract

Pancasila education in the 2022 curriculum is a new subject that must be applied by schools from the elementary, and junior high school/MTs, SMA/MA, and SMK/SMAK levels. The application of Pancasila Education subjects is given to all Grades, from 1 and 4 for elementary schools, class VII for junior high schools /MTs, and class X for SMA / MA and SMK / SMAK. Meanwhile, the other classes still use PPKn subjects. In the curriculum from the beginning of Indonesia's independence until now, in every curriculum in schools from 1947 until now the development of Pancasila Education is schooled (currently). It began with the name Moral (Curriculum 1947), Civic (Curriculum 1952), Moral Development (Curriculum 1964), State Citizenship Education / PKN (Curriculum 1968), Pancasila Moral Education / PMP (Curriculum 1975), Pancasila Moral Education with P-4 Content (Curriculum 1984), Pancasila and Citizenship Education / PPKn (Curriculum 1994), Citizenship / Kn (Curriculum 2004), Civic Education / Civics (Curriculum 2006), Pancasila and Citizenship Education / PPKn (Curriculum 2013) and finally Pancasila Education (Curriculum 2022). The purpose of the Pancasila Education Subject in the 2022 curriculum is to realize students who can have a noble character based on faith and devotion to God, understand the food and values of Pancasila, analyze the constitution and applicable norms, understand their identity as part of the Indonesian nation and analyze the characteristics of the Indonesian nation and local wisdom. Researchers on this occasion want to explore the four key elements contained in the Pancasila Education subject issued in the 2022 curriculum in phase D of class VII by describing four key elements of Learning Outcomes, compiling core materials, and compiling learning objectives
Co-Authors Bagus Wicaksono, Rudy Basiya, R Rahmat Sudrajat, Rahmat Rahmawati, Naillysa Sunarto Sunarto