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Susilaningsih -
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PENGEMBANGAN LEMBAR KERJA SISWA (LKS) BERBASIS PENDEKATAN SAINTIFIK PADA PEMBELAJARAN AKUNTANSI DI SMK NEGERI 1 SURAKARTA Damayanti, Lutfiah Endah; -, Susilaningsih; Sumaryati, Sri
Tata Arta : Jurnal Pendidikan Akuntansi Vol 2, No 1 (2016): Jurnal Pendidikan Akuntansi
Publisher : FKIP Universitas Sebelas Maret

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ABSTRACTThe objectives of this research are to investigate (2) the process of the development of scientific approach-based student worksheet; and (2) the feasibility of the developed scientific approach-based student worksheet. This research used the research and development method claimed by Thiagrajan, namely: the modified 4D consisting of four stages i.e. defining, designing, developing, disseminating. The target of the research is all of the students in Grade X Accounting 1 of State Vocational High School 1 of Surakarta in Academic Year 2015/2016. Its data were collected through interview sheet and questionnaire. Analyzed by using the descriptive quantitative and descriptive qualitative methods. The results of the research are as follows. Firstly, the development of scientific approach-bases student worksheet is done through the phases of (a) defining: conducting in-depth interviews with the teacher and students; (b) designing: employing the learning phases of observing, raising questions, collecting pieces of information, reasoning, and communicating thoughts; (c) developing: conducting experimentation to the teacher and students; and (d) disseminating: conducting scientific publications in the journals. Secondly, the developed scientific approach student worksheet in the Accounting learning is very feasible to be used in the teaching and learning process as indicated by the scores of assessment, namely: 85.38% and 86.14% by learning material experts respectively, and the result of experimentation of the development shows that the students’ response toward the feasibility of the developed scientific approach-based student worksheet is very good as indicated by the average score of 87.94%. Keywords: student worksheet, accounting learning, scientific approach  ABSTRAKPenelitian ini bertujuan untuk mengetahui 1) Proses pengembangan Lembar Kerja Siswa (LKS) berbasis pendekatan saintifik; 2) Kelayakan Lembar Kerja Siswa (LKS) berbasis pendekatan saintifik. Penelitian ini menggunakan metode penelitian dan pengembangan menurut Thiagarajan, yaitu model 4D dengan dimodifikasi. Sasaran ujicoba dalam penelitian ini adalah seluruh siswa kelas X AK 1 SMK Negeri 1 Surakarta tahun pelajaran 2015/2016. Pengumpulan data dilakukan dengan instrumen berupa lembar wawancara dan angket. Analisis data menggunakan analisis deskriptif kuantitatif dan deskriptif kualitatif. Hasil penelitian  menunjukkan sebagai berikut. Pertama, pengembangan LKS akuntansi berbasis pendekatan saintifik dilakukan dengan tahap pendefinisian (define) melalui wawancara guru dan siswa; tahap perancangan (design) dilakukan dengan menggunakan tahap belajar 5M, yaitu mengamati, menanya, mengumpulkan informasi, menalar, dan mengomunikasikan; tahap pengembangan (develop) melalui ujicoba ahli dan siswa; dan tahap penyebaran (disseminate) dengan publikasi ilmiah melalui jurnal. Kedua, LKS akuntansi berbasis pendekatan saintifik yang dikembangkan sangat layak untuk digunakan dalam proses pembelajaran. Berdasarkan penilaian ahli materi diperoleh skor  85,38% dan penilaian ahli bahan ajar diperoleh skor 86,14% masing-masing dengan kategori sangat layak, sedangkan hasil ujicoba pengembangan menunjukkan bahwa respon siswa terhadap kelayakan LKS akuntansi berbasis pendekatan saintifik yang dikembangkan adalah sangat baik dengan skor rata-rata sebesar 87,94%. Kata Kunci : Lembar Kerja Siswa, pembelajaran akuntansi, pendekatan saintifik.
PENGARUH PENGUASAAN MATERI MATA KULIAH DASAR KEPENDIDIKAN (MKDK) DAN PRAKTIK PROGRAM PENGALAMAN LAPANGAN (PPL) TERHADAP KESIAPAN MENJADI GURU Murtiningsih, Yanita Janti; -, Susilaningsih; -, Sohidin
Jupe-Jurnal Pendidikan Ekonomi Vol 2, No 3 (2013): Jurnal Pendidikan Ekonomi (JUPE)
Publisher : Jupe-Jurnal Pendidikan Ekonomi

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ABSTRAKPenelitian ini bertujuan untuk mengetahui: 1) pengaruh penguasaan materi mata kuliah Belajar & Pembelajaran 2 terhadap kesiapan menjadi guru; 2) pengaruh penguasaan materi mata kuliah Evaluasi Pengajaran terhadap kesiapan menjadi guru; 3) pengaruh penguasaan praktik PPL terhadap kesiapan menjadi guru; dan (4) pengaruh penguasaan materi mata kuliah Belajar & Pembelajaran 2, Evaluasi Pengajaran dan praktik PPL secara bersama-sama terhadap kesiapan menjadi guru. Penelitian ini adalah penelitian kuantitatif korelasional dengan pendekatan kausal-komparatif yang bersifat ex-post facto. Populasi penelitian ini adalah semua mahasiswa Prodi Pendidikan Ekonomi BKK Pendidikan Akuntansi. Teknik pengambilan sampel yang digunakan adalah purposive sampling. Teknik pengumpulan data menggunakan metode kuesioner dengan skala Likert. Uji validitas instrumen menggunakan rumus korelasi Pearson Product Moment (PPM) dan uji reliabilitas menggunakan Koefisien Alpha. Uji prasyarat analisis data menggunakan uji normalitas, uji linieritas, uji multikolinieritas, uji heteroskedastisitas dan uji autokorelasi. Pengujian hipotesis menggunakan uji regresi linier sederhana dan uji regresi linier ganda. Hasil penelitian menyimpulkan bahwa: 1) Terdapat pengaruh positif dan signifikan penguasaan materi mata kuliah Belajar & Pembelajaran 2 terhadap kesiapan menjadi guru; 2) Terdapat pengaruh positif tetapi tidak signifikan penguasaan materi mata kuliah Evaluasi Pengajaran terhadap kesiapan menjadi guru; (3) Terdapat pengaruh positif dan signifikan penguasaan praktik PPL terhadap kesiapan menjadi guru; dan 4) Terdapat pengaruh positif dan signifikan penguasaan materi mata kuliah Belajar & Pembelajaran 2, Evaluasi Pengajaran dan praktik PPL secara bersama-sama terhadap kesiapan menjadi guru.Kata Kunci: Kesiapan Menjadi Guru, Penguasaan Materi Mata Kuliah Dasar Kependidikan. ABSTRACTThe objectives of this research are to investigate: 1) the effect of mastery of the course of Learning and Instruction 2 on the preparedness to be a teacher; 2) the effect of mastery of the course of Instructional Evaluation on the preparedness to be a teacher; 3) the effect of mastery of the course of Field Experience Practice on the preparedness to be a teacher; and 4) the simultaneous effect of mastery of the basic courses of education of Learning and Instruction 2, Instructional Evaluation, and Field Experience Practice on the preparedness to be a teacher. This research used the quantitative correlational research method with the causal-comparative approach with the ex-post facto in nature. The population of the research was all of the students of the Study Program of Economics BKK, Accounting Education, theFaculty of Teacher Training and Education, Sebelas Maret University, Surakarta. The samples of the research were taken by using the purposive sampling technique. The data of the research were gathered through questionnaire with Likert scale. The validity of the instrument was tested by using the correlational formula of Pearson Product Moment, the reliability of the instrument was tested by using Alpha Coefficient formula. The prerequisite tests of analysis consisted of normality test, linearity test, multicolinearity test, heteroscedasticity test, and autocorrelation test. The hypotheses of the research were verified by using the simple regression analysis and the multiple regression analysis. The results of the research are as follows: 1) there is a positive and significant effect of mastery of the course of Learning and Instruction 2 on the preparedness to be a teacher; 2) there is a positive but not significant effect of mastery of the course of Instructional Evaluation on the preparedness to be a teacher; 3) there is a positive and significant effect of mastery of the course of Field Experience Practice on the preparedness to be a teacher; and 4) there is simultaneously positive and significant effect of mastery of the basic courses of education of Learning and Instruction 2, Instructional Evaluation, and Field Experience Practice on the preparedness to be a teacher.Keywords: Preparedness to be a teacher, mastery of the basic courses of education
PENINGKATAN PRESTASI BELAJAR AKUNTANSI PESERTA DIDIK KELAS XI IPS 4 SMA X MELALUI PENERAPAN MODEL PEMBELAJARAN DIRECT INSTRUCTION DENGAN MEDIA PETA KONSEP -, Ernawati; -, Susilaningsih; Hamidi, Nurhasan
Jupe-Jurnal Pendidikan Ekonomi Vol 2, No 2 (2013): Jurnal Pendidikan Ekonomi (JUPE)
Publisher : Jupe-Jurnal Pendidikan Ekonomi

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Abstract

ABSTRAKTujuan penelitian ini adalah untuk meningkatkan prestasi belajar akuntansi peserta didik  Kelas XI IPS 4 SMA X melalui penerapan model pembelajaran direct instruction dengan media peta konsep.Penelitian ini menggunakan pendekatan penelitian tindakan kelas. Subjek penelitian ini adalah peserta didik Kelas XI IPS 4 SMA X yang berjumlah 39 peserta didik yang terdiri dari 23 perempuan dan 16 laki-laki. Data yang digunakan dalam penelitian tindakan ini adalah data kuantitatif dan kualitatif. Sumber data yang digunakan dalam penelitian ini adalah peserta didik dan pendidik mata pelajaran akuntansi Kelas XI IPS 4 SMA X. Teknik pengumpulan data dilakukan dengan observasi, wawancara, tes, dan dokumentasi. Validitas data yang digunakan dalam penelitian ini adalah triangulasi sumber dan metode. Validitas tes menggunakan validitas isi. Analisis data kuantitatif menggunakan teknik statistik deskriptif komparatif. Analisis data kualitatif menggunakan reduksi data, sajian data, dan penarikan kesimpulan. Prosedur penelitian meliputi tahap: (1) tahap pengenalan masalah, (2) tahap persiapan tindakan, (3) tahap penyusunan rencana tindakan, (4) tahap implementasi tindakan, (5) observasi dan interprestasi, (6) refleksi, (7) penyusunan laporan.Hasil penelitian menunjukkan bahwa penerapan model pembelajaran direct instruction dengan media peta konsep dapat meningkatkan prestasi belajar peserta didik. Hal ini dibuktikan dengan adanya peningkatan pencapaian hasil belajar peserta didik. Pada pra tindakan persentase peserta didik yang memenuhi Kriteria Ketuntasan Minimum (KKM) sebesar 28% (11 peserta didik) dan peserta didik yang belum memenuhi Kriteria Ketuntasan Minimum (KKM) sebesar 72% (28 peserta didik) dengan nilai rata-rata kelas adalah 64,97. Pada siklus I persentase peserta didik yang memenuhi Kriteria Ketuntasan Minimum (KKM) meningkat menjadi 73% (29 peserta didik) dan peserta didik yang belum memenuhi Kriteria Ketuntasan Minimum (KKM) sebesar 27 % (10 peserta didik) dengan nilai rata-rata kelas adalah 80,84. Pada siklus II persentase peserta didik yang memenuhi Kriteria Ketuntasan Minimum (KKM) meningkat menjadi 100% (39 peserta didik) dengan nilai rata-rata kelas adalah 89,84.Simpulan penelitian ini adalah penerapan model pembelajaran direct instruction dengan media peta konsep dapat meningkatkan prestasi belajar akuntansi peserta didik Kelas XI IPS 4SMA XKata kunci: model pembelajaran direct instruction, peta konsep, prestasi belajar. ABSTRACTThe objective of this research is to improve the learning achievement in Accounting of the students in Grade XI of Social Science Program 4 of Senior Secondary School X through the application of the Direct Instruction learning model with the concept mapping media.This research used the classroom action research. The subjects of the research were the students as many as 39, 23 females and 16 males, in Grade XI of Social Science Program 4 of Senior Secondary School X. The data of the research consisted of the qualitative and quantitative ones. The sources of the data were the accounting teachers and the aforementioned students. The data were gathered through observation, in-depth interview, test, and documentation. They were validated by using data source triangulation and data gathering method triangulation. The quantitative data were analyzed by using the descriptive comparative statistical analysis, whereas the qualitative ones were analyzed by using the interactive model of analysis comprising three components, namely: data reduction, data display, and conclusion drawing. The procedures of the research consisted of seven phases, namely: (1) problem introduction, (2) action preparation, (3) action plan arrangement, (4) action implementation, (5) observation and interpretation, (6) reflection, and (7) report arrangement.      The result of the research shows that the application of the direct instruction learning model with the concept mapping media can improve the learning achievement in Accounting as proven by the improved achievement of their learning result. Prior to the treatment, the number of students who fulfilled the minimal completeness criteria is 11 students (28%), and that of students who did fulfill the minimal completeness criteria is 28 students (72%) with the class average score of 64.97. In Cycle I, following the treatment the number of the students who fulfilled the minimal completeness criteria becomes 29 students (73%), and that of students who did not fulfill the minimal completeness criteria becomes 10 students (27%) with the class average score of 80.84. In Cycle II, the number of students who fulfilled the minimal completeness criteria is 39 students (100%) with class average score of 89.84.Based on the result of the research, a conclusion is drawn that the application of the direct instruction learning model with the concept mapping media can improve the learning achievement in Accounting of the students in Grade XI of Social Science Program 4 of Senior Secondary School X.Keywords: Direct instruction learning model, concept mapping, and learning achievement.
Co-Authors Abdul Azis Abidah Dwi Rahmi Satiti, Abidah Dwi Rahmi Binti Muchsini Damayanti, Lutfiah Endah Dina Kristina, Dina Dini Octoria Elvia Ivada Ernawati - Jaryanto -, Jaryanto M Rosyid Ali Ridho, M Rosyid Ali Muhammad Wildan Nenie Lisyaningrum, Nenie Nia Vita Kusuma Haji, Nia Vita Kusuma Nurhasan Hamidi Siswandari - Sohidin - Sri Sumaryati Wanny -, Wanny Yanita Janti Murtiningsih Yunita Dwi Pustikasari, Yunita Dwi