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<![CDATA[ANALISlS MOTIVASI BELAJAR DAN KEMAMPUAN BERPIKIR TINGKAT TINGGI SERTA PENGARUHNYA TERHADAP PRESTASI BELAJAR MAHASISWA ]]>
<![CDATA[Paijan Rambe]]>;
<![CDATA[Suarman Suarman]]>;
<![CDATA[Gimin Gimin]]>
<![CDATA[ Eklektik : Jurnal Pendidikan Ekonomi dan Kewirausahaan Vol 4, No 1 (2021): Eklektik ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau Pekanbaru ]]>
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DOI: 10.24014/ekl.v4i1.10955
<![CDATA[Penelitian ini bertujuan menganalisis pengaruh langsung dan tidak langsung motivasi belajar dan kemampuan berpikir tingkat tinggi terhadap prestasi belajar mahasiswa . Penelitian ini dilakukan di UIN Suska Riau pada program studi pendidikan ekonomi. Sampel pada penelitian ini adalah 92 orang. Data diperoleh dengan menggunakan metode angket, tes dan dokumentasi. Data yang terkumpul kemudian dianalisis dengan menggunakan analisis deskriptif dan path analysis. Temuan pada penelitian ini adalah terdapat pengaruh langsung dan tidak langsung antara motivasi belajar dan kemampuan berpikir tingkat tinggi terhadap prestasi belajar mahasiswa. Tinggi rendahnya prestasi belajar dipengaruhi oleh motivasi belajar dan kemampuan berpikir tingkat tinggi. Untuk meningkatkan kemampuan berpikir tingkat tinggi hendaknya dosen memberikan soal soal yang menuntut kreativitas dan kekritisan mahasiswa terkait pemecahan masalah dalam pembelajaran sehingga prestasi belajar mahasiswa dapat meningkat.]]>
<![CDATA[Analisis Manajemen Sarana dan Prasarana Pada Pembelajaran ]]>
<![CDATA[Ifroh Hayana]]>;
<![CDATA[Nini Aryani]]>;
<![CDATA[Paijan Rambe]]>
<![CDATA[ Jurnal Ta'lim : Journal Ilmu Pendidikan dan Ilmu Keguruan Vol 9 No 2 (2021): TA'LIM JOURNAL VOL IX NO.2 DECEMBER 2021 ]]>
Publisher : <![CDATA[P3M STKIP 'Aisyiyah Riau ]]>
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<![CDATA[The problem of this research is the lack of planning prepared by the foundation and the principal in improving the facilities and infrastructure in learning, so that it seems that the school is less advanced and developing. The purpose of this research is to describe the management of facilities and infrastructure for early childhood learning in TK Fahria Hayana Siak Hulu, Kampar Regency. This type of research uses qualitative research methods. The time of the study was carried out from April to August 2021. The place of research was at Fahria Hayana Kindergarten which is located on Jl. Pandau Permai (Behind the White Sand Gas Station). The research subjects consisted of 1 administrator of the foundation, 1 principal and 1 teacher. The results of this study are that the management of infrastructure in TK Fahria Hayana Siak Hulu is classified as good. The conclusion of the study is that the management of infrastructure facilities in early childhood learning at Fahria Hayana Siak Hulu Kindergarten has been managed properly and through the stages of planning, organizing, implementing and supervising the facilities and infrastructure]]>
<![CDATA[PENGARUH FASILITAS DAN HARGA TERHADAP KEPUASAN KONSUMEN DI HOTEL PESONNA PEKANBARU ]]>
<![CDATA[Devia Alen Sari]]>;
<![CDATA[Paijan Rambe]]>;
<![CDATA[Asri Neli Putri]]>
<![CDATA[ Jurnal Agregat : Journal of Economic Education and Economics Business Vol 3 No 1 (2022): AGREGAT JOURNAL VOL. III NO. 1 JUNE 2022 ]]>
Publisher : <![CDATA[P3M STKIP ÁISYIYAH RIAU ]]>
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<![CDATA[Tujuan penelitian ini untuk mengetahui pengaruh fasilitas dan harga terhadap kepuasan konsumen di hotel Pesonna Pekanbaru. Dalam penelitian ini data dikumpulkan melalui kuisioner terhadap 95 tamu di hotel Pessona Pekanbaru. Analisis kuantitatif melalui uji regresi linier berganda yaitu uji hipotesis dalam penelitian ini digunakan untuk menguji signifikansi pengaruh variabel independen terhadap variabel dependen. Hasil analisis mendapatkan bahwa variabel independen yaitu fasilitas (X1) dan harga (X2) memiliki pengaruh positif dan signifikan terhadap kepuasan konsumen (Y). Pengujian hipotesis menggunakan uji t dan uji f. hasil uji yang dilakukan pada uji t menunjukkan varibel bebas (X1) fasilitas dan (X2) harga yang diteliti terbukti secara signifikan mempengaruhi variabel dependen kepuasan konsumen. variabel X1 (fasilitas ) diperoleh nilai t hitung = 5,999 dengan tingkat signifikansi 0,000 dengan demikian, maka Hipotesis X1 diterima atau fasilitas mempunyai pengaruh yang signifikan terhadap kepuasan konsumen. Dari hasil uji F pada penelitian ini didapatkan nilai F hitung sebesar 30,788 dengan angka signifikansi (P value) sebesar 0,000. Dengan tingkat signifikansi 95% (α=0,05). Angka signifikansi sebesar 0,000 < 0,05. Atas dasar perbandingan tersebut, maka variabel Fasilitas dan Harga mempunyai pengaruh yang signifikan secara bersama-sama terhadap variabel kepuasan konsumen.]]>
<![CDATA[Kompetensi Guru dalam Penguasaan Materi Ajar pada Pembelajaran Ekonomi di Sekolah Menengah Atas Negeri 12 Pekanbaru ]]>
<![CDATA[Paijan Rambe]]>;
<![CDATA[Henri Yanto Daulay]]>
<![CDATA[ Eklektik : Jurnal Pendidikan Ekonomi dan Kewirausahaan Vol 5, No 2 (2022): Eklektik ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau Pekanbaru ]]>
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DOI: 10.24014/ekl.v5i2.18427
<![CDATA[Penelitian ini dilatar belakangi oleh pentingnya guru memiliki kompetensi penguasaan materi pada pembelajaran. Penelitian ini bertujuan untuk menggambarkan kompetensi penguasaan materi pelajaran ekonomi ketika belajar dikelas. Hasil penelitian ini diharapkan menjadi bahan pertimbangan sekolah untuk dapat meningkatkan kompetensi guru khususnya kompetensi penguasaan materi. Penelitian ini bersifat deskriptif kualitatif. Pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi. Analisis data menggunakan rumus . Hasil penelitian berdasarkan observasi menggambarkan bahwa kompetensi penguasaan materi pelajaran guru ekonomi Sangat Baik dengan hasil 82,39% dan guru ekonomi mempunyai motivasi yang kuat akan perkembangan dunia pendidikan dan pembelajaran terhadap imu yang diajarkannya dengan cara mengikuti berbagai macam pelatihan - pelatihan untuk menunjang kompetensi yang dimiliki yang berhubungan dengan materi ajar yang disampaiakan dalam pembelajaran di kelasTRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//]]>
<![CDATA[The Influence of Students' Satisfaction in Online Learning and Its Implications on Students' Motivation and Learning Achievement ]]>
<![CDATA[Pangoloan Soleman Ritonga]]>;
<![CDATA[Zona Octarya]]>;
<![CDATA[Paijan Rambe]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i2.2783
<![CDATA[This study aims to describe the process of lectures conducted online, namely how the influence of online learning service satisfaction on learning motivation and student achievement of a state Islamic university in Riau. The data collection method in this study was a survey in the form of a questionnaire which was distributed to students with a total sample of 246 people who were distributed to all faculties. Data analysis using SEM Path Analysis 3.0 and SPSS 21. The results showed that satisfaction in online learning was in the satisfied category, motivation was quite high, and achievement was very high, and the effect of satisfaction in online learning on learning motivation was significant in the 2-sided test (t table = 1.97) with a t-statistic value of 9.525 or greater than t table, and the p-value is smaller than alpha 5% (0.000 0.05). The effect of satisfaction in online learning on learning achievement is significant in the 2-sided test (t table = 1.97) with a t-statistic value of 0.856 which is smaller than the t table, and the p-value is smaller than alpha 5% (0.392 0.05. The effect of learning motivation on learning achievement is significant in the 2-sided test (t table = 1.97) with a t-statistic value of 3.090 greater than the t table, and the p-value is less than 5% alpha (0.002 0.05). The effect of satisfaction in online learning on achievement is significant in the 2-sided test (t table = 1.97) with a t-statistic value of 2.999 greater than the t table, and nil ai p is smaller than alpha 5% (0.003 0.05). The results of the research above indicate that satisfaction in online learning has a significant effect on learning achievement through student learning motivation at university.]]>
<![CDATA[UPAYA PENINGKATAN PERCAYA DIRI ANAK MELALUI LITERASI MEMBACA DI SD MUHAMAMDIYAH I PEKANBARU ]]>
<![CDATA[Suparmi Suparmi]]>;
<![CDATA[Paijan Rambe]]>;
<![CDATA[Haris Prayoga]]>;
<![CDATA[Saeful Anwar]]>;
<![CDATA[Yosi Ardillah]]>;
<![CDATA[Utama Febri Yusnita]]>
<![CDATA[ Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 6, No 6 (2023): martabe : jurnal pengabdian kepada masyarakat ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/jpm.v6i6.2093-2097
<![CDATA[Program kegiatan pengabdian kepada masyarakat merupakan program chatur darma perguruan tinggi muhamadiyah dan aisyiyah yang dilaksankan oleh dosen. Berdasarkan observasi awal ditermukan beberapa kendala yang dihadapai oleh guru SD Muhamamdiyah 1 pekanbaru. permasalahan tersebut yaitu: (1) Percaya diri pada anak SD Muhamamdiyah 1 Pekanbaru sebagian masih rendah (2) Motivasi membaca pada anak SD Muhamamdiyah 1 pekanbaru masih rendah (3)Ketersedian buku bacaan komik,majalah yang belum maksimal (4) Ruang perpustakaan yang kurang memadai. Untuk mengatasi permasalahan tersebut perlu di lakukan kegiatan yang dapat meningkatkan percaya diri anak. Pelaksanaan pengabdian dilakukan melalui tiga tahap. tahap persiapan, tahap pelaksanaan dan tahap evaluasi. Hasil dari kegiatan ini terdapat peningkatan percaya diri pada anak,anak-anak menjadi lebih senang membaca.]]>
<![CDATA[PENGARUH PEMBERIAN TUGAS DAN MOTIVASI BELAJAR TERHADAP TANGGUNG JAWAB MAHASISWA PROGRAM STUDI PENDIDIKAN EKONOMI ]]>
<![CDATA[Rambe, Paijan]]>;
<![CDATA[Rahmadani, Annisa]]>;
<![CDATA[Novita, Yulia]]>
<![CDATA[ PROMOSI (Jurnal Pendidikan Ekonomi) Vol 12, No 1 (2024): PROMOSI ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/jp.v12i1.10341
<![CDATA[The character development of young people is mandated by law. One of the characteristics that is missing is a responsibility that is now lacking in the current generation of young people. The provision of tasks and learning motivation is one solution. The purpose of this study is to analyze the effect of assignment and learning motivation on the responsibility of students in the economic education study program. This research is a survey research type with quantitative methods and a correlational design. The subjects of this study were 54 students in the economic education study program who were randomly chosen. The data collection technique is a questionnaire, while the data analysis technique is a partial t test and a simultaneous F test. The results stated that giving partial assignments to students greatly affected their responsibilities in life by 57.9%, but motivating student learning did not affect them partially, only 0.8%. The assignment and motivation of students to study simultaneously still affect their responsibilities by 58.7%. Keywords: Assignment, Learning motivation, Responsibility.]]>
<![CDATA[The effect of the implementation of the Learning Start with a Question (LSQ) learning strategy on the learning outcomes of economics students in class X at MA Muhammadiyah Pekanbaru ]]>
<![CDATA[Putri , Asri Neli]]>;
<![CDATA[Rambe, Paijan]]>;
<![CDATA[Suparmi, Suparmi]]>;
<![CDATA[Ningsih, Sukma Setia]]>;
<![CDATA[Amin, Syahrul]]>
<![CDATA[ At- Ta'lim : Jurnal Pendidikan Vol. 10 No. 2 (2024): June ]]>
Publisher : <![CDATA[LP3M Universitas Islam Zainul Hasan Genggong ]]>
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DOI: 10.55210/attalim.v10i2.1699
<![CDATA[This study aims to find out whether there is a difference in learning outcomes after applying the Learning Start With A Question (LSQ) learning strategy to student learning outcomes in financial institutions (banks) in Economics in class X MA Muhammadiyah Pekanbaru. The subjects in the study were 33 students. Data collection was carried out from posttest questions given to students in the control class and experimental class. The learning outcomes obtained when conducting research were an average score of 71.76, while for the experimental class the average score was 76.25. Thus, the average score obtained from the experimental class that was treated in the form of LSQ strategy was higher than that of the control class that was not treated. In the normality test, the data obtained was not normal, so the researcher processed the data using a non-parametric test obtained the hypothesis that the processed value was 0.601>0.05, indicating that Ha was rejected and H0 was accepted. This means that there is no significant average difference between the use of LSQ and conventional learning strategies.]]>
<![CDATA[Pengaruh Kurikulum Merdeka dan Motivasi Belajar Terhadap Tanggung Jawab Siswa SMK Jurusan Akuntansi ]]>
<![CDATA[Rambe, Paijan]]>;
<![CDATA[Yulianti]]>;
<![CDATA[Daulay, Henri Yanto]]>;
<![CDATA[Wati, Indah]]>
<![CDATA[ Jurnal Neraca: Jurnal Pendidikan dan Ilmu Ekonomi Akuntansi Vol. 8 No. 1 (2024): Jurnal Neraca: Jurnal Pendidikan dan Ilmu Ekonomi Akuntansi ]]>
Publisher : <![CDATA[Program Study of Accounting Education FKIP University of PGRI Palembang ]]>
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DOI: 10.31851/neraca.v8i1.15175
<![CDATA[Tujuan penelitian ini yaitu mengkaji dan mendeskripsikan implementasi kurikulum merdeka dan motivasi belajar serta pengaruhnya terhadap tanggung jawab siswa di SMK Muhammadiyah 1 Pekanbaru dengan jumlah sampel 80 orang siswa. Metode pengambilan sampel menggunakan probabilitas sampling dengan teknik simple random sampling. Data dikumpulkan melalui angket dan dokumen. Analisis data dilakukan menggunakan analisis statistik deskriptif dan analisis regresi berganda. Hasil penelitian menunjukkan bahwa kurikulum merdeka berpengaruh terhadap tanggung jawab siswa. Dari analisis regresi yang dilakukan dengan uji t, diperoleh nilai ttabel sebesar 1,994 dengan taraf signifikansi 0,006. Selain itu, penelitian juga menemukan bahwa adanya pengaruh motivasi belajar terhadap tanggung jawab siswa dengan nilai signifikansi lebih kecil 0,05. Dari hasil temuan mengenai kurikulum merdeka guru perlu menekankan pembiasaan dan tanggung jawab siswa, sehingga pelaksanaan kurikulum merdeka dapat dilaksanakan dengan baik.]]>
<![CDATA[Reading in the Digital Age: An Empirical Examination of Digital Literacy's Significance for UIN Suska Riau Students Using SEM Path Analysis ]]>
<![CDATA[Pangoloan Soleman Ritonga]]>;
<![CDATA[Arif Yasthophi]]>;
<![CDATA[Paijan Rambe]]>;
<![CDATA[Wimbi Apriwanda Nursiwan]]>;
<![CDATA[Syahrul Amin]]>;
<![CDATA[Nurhidayat Nurhidayat]]>;
<![CDATA[Tazkiyatunnafs Elhawwa]]>
<![CDATA[ Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024 ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia ]]>
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DOI: 10.23917/ijolae.v6i1.23185
<![CDATA[The digital literacy is likely playing a crucial role on the reading interest in this digital age. This study aimed to determine the influence of digital literacy on the reading interest of UIN Suska Riau students. The sample of this study comprised of 82 students of UIN Suska Riau and the data were collected using questionnaires. The collected data were analyzed using Structural Equation Modeling (SEM) Path Analysis 3.0 and SPSS 21. The results showed that digital literacy had a significant influence on the reading interest of UIN Suska Riau students. This showed that the path coefficient value of the original sample estimate (beta) was positive at 0.471, and the direction of the relationship between both variables was in the quite strong category. The effect of digital literacy on the reading interest was also significant in the 2-way test (t table = 1.97) with a t-statistic value of 8.105, which was greater than the t table, and a p-value lower than alpha 5% (0.000 0.05). Overall, the results of this analysis proofed that the digital literacy positively related to the rading interest and it significantly influenced the reading interest.]]>
