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Pengaruh Perhatian Orang Tua, Konsep Diri dan Aktivitas Belajar terhadap Prestasi Belajar Matematika: Penelitian Di SMP Kecamatan Cipondoh Kota Tangerang Nur Alim Noor
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 8 No 1 (2016)
Publisher : LPPM STKIP Kusuma Negara

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The purpose of this study was to determine the effect of parental attention , self-concept , and learning activities together on learning achievement in Mathematics. Knowing the influence of parents' attention on learning achievement in Mathematics. Knowing the influence of self-concept on learning achievement in Mathematics. Knowing the effect of learning activities to learning achievement in Mathematics. The results showed a significant effect of parental attention , self-concept and learning activities besma together on learning achievement in Mathematics. This is evidenced by the numbers sig = 0.000 and 0.05 is far below the figure far above Fh = 54.468 Ftabel = 2.72. Figures show the influence 0,816 R regulation is quite high and the numbers R square 0,666. determination coefficient of 66.6 % . This means that the attention of parents , self-concept and learning activities together contributed 66.6% to the achievement of learning mathematics . While regression analysis yields the equation 0,033X ? = -5.393 + 0,082X2 0,107X3From these equations show any increase in the value of parental attention , then there will be increase in mathematics achievement at 0.033 . Any increase in the value of self-concept will be an increase learning achievement at 0.082 . And any increase in the value of the learning activities will be an increase mathematics achievement at 0.107 . More partial effect of each of the variables showed significant results on learning achievement in Mathematics. This is evidenced by the data table Coeficientsa where the results for the variable X1 digit figures Sig = 0.005 th = 2.874 . For variable Sig X2 = 0.000 and the numbers th = 4.447 . And for X3 numbers and figures Sig = 0.000 th = 6.038 . From these data showed the Sig of each variable is less than 0.05 . While the numbers of each variable thitung show greater than table = 1.67 .

Pengaruh Model Pembelajaran Kooperatif (Tipe TAI dan TPS) dan Aktivitas Belajar terhadap Hasil Belajar Matematika: Eksperimen Pada Kelas X SMK Kosgoro Karawang Nuralim Noor; Imam Munandar
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 11 No 1 (2019)
Publisher : LPPM STKIP Kusuma Negara

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Dari hasil uji Anava dua jalan menunjukkan: (1) Terdapat pengaruh p-valuenifikan model pembelajaran kooperatif tipe TAI dan TPS terhadap hasil belajar matematika, dibuktikan dengan nilai P-value(A) = 0,000 < ? = 0,05. (2) Terdapat pengaruh p-valuenifikan aktivitas belajar siwa terhadap hasil belajar matematika, dibuktikan dengan nilai P-value(B) = 0,000 < ? = 0,05. (3) Tedapat pengaruh interaksi model pembelajaran koperatif (tipe TAI dan TPS) dan aktivitas belajar siswa terhadap peningkatan hasil belajar lai matematika, dibuktikan dengan nilai P-value(A*B) = 0,027 < ? =0,05. Berdasarkan hasil uji lanjut menunjukkan pembelajaran TAI lebih baik dari TPS dan Ekspositori, didapat dapat dari angka selisih rata-rata (main difference) hasil belajar matematika kelompok TAI dengan TPS = 3,817* dan untuk TAI dengan Ekspositori ada selisih 5,786*. Untuk kelompok TPS lebih baik dari Ekspositori, didapat dari maindifference = 1,969. Antara kelompok siswa yang beraktivitas tingi dan rendah juga ada perbedaan hasil belajar matematika dimana kelmpok siswa beraktivitas tinggi lebih baik dari kelompok beraktivitas rendah, didapat dari angka maindifference = 4,032.

PENGARUH KEPEMIMPINAN SEKOLAH DAN MOTIVASI BERPRESTASI TERHADAP KINERJA GURU SDN 04 DURIKOSAMBICENGKARENG JAKARTA BARAT Ahmad Durul Napis; Nur Alim Noor
Jurnal Inovasi Penelitian Vol 2 No 1: Juni 2021
Publisher : Sekolah Tinggi Pariwisata Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47492/jip.v2i1.627

Penelitian ini bertujuan mengetahui: (1) pengaruh kepemimpinan kepala sekolah, motivasi berprestasi dan terhadap kinerja guru SD Negeri 04 Durikosambi Cengkareng Jakarta Barat, (2) pengaruh kepemimpinan kepala sekolah terhadap kinerja guru SD Negeri 04 Durikosambi Cengkareng Jakarta Barat, (3) pengaruh motivasi berprestasi terhadap kinerja guru SD Negeri, Penelitian ini merupakan penelitian deskriptif kuantitatif. Besar populasi 30 orang guru guru SD Negeri 04 Durikosambi Cengkareng Jakarta Barat. Hasil analisis data menunjukkan: (1) ada pengaruh yang positif dan signifikan antara kepemimpinan kepala sekolah, motivasi berprestasi, kepemimpinan kepala sekolah terhadap kinerja guru dimana kontribusi yang diberikan sebesar 38,2%. (2) ada pengaruh yang positif dan signifikan antara kepemimpinan kepala sekolah terhadap kinerja guru dengan sumbangan efektifnya sebesar 14,20% (3) ada pengaruh yang positif dan signifikan antara motivasi berprestasi terhadap kinerja guru dengan sumbangan efektifnya sebesar 10,03%

THE EFFECT OF COOPERATIVE LEARNING MODELS ON INCREASING LEARNING RESULTS AND STUDENT ACTIVITIES IN MATHEMATIC LESSONS Nur Alim Noor; Imam Munandar
JME (Journal of Mathematics Education) Vol 4, No 1 (2019): JME
Publisher : Universitas Sembilanbelas November Kolaka

This study aims to determine the effect of cooperative learning models on improving learning outcomes and student learning activities in mathematics. This type of research is quantitative. The research design used was quasi-experimental by taking three sample classes. Two as the experimental class that received the treatment of cooperative learning model type Team Assisted Individualization (TAI) and Think Pair Share (TPS) type. One control class received conventional method treatment. The sample was taken from class X Kosgoro Vocational School Karawang Regency with a sample size of 90 students. Data was taken by post test by using objective test instruments with 25 multiple choice items for learning mathematics matrix material and for student learning activity data using a questionnaire consisting of 30 items in the Likert point 5. The results of data analysis showed that TAI learning was better than Conventional, can be proved statistically (LSD table) that the mathematics learning outcomes are Sig = 0.002 and for learning activities Sig = 0.000, both are smaller than α = 0.05. This proves that TAI learning is better than conventional seen from the results of learning and student learning activities. Learning TPS is better than Conventional, can be proven statistically (LSD table) that for mathematics learning outcomes obtained Sig = 0.684 greater than α = 0.05 and for learning activities obtained Sig = 0.002 smaller than α = 0.05. This proves that TPS learning is better than Conventional seen from student learning activities even for student learning outcomes there is no difference. Based on the data analysis, it can be concluded that the application of cooperative learning models can influence the increase in mathematics learning outcomes and student learning activities.

THE EFFECT OF COOPERATIVE LEARNING MODELS ON INCREASING LEARNING RESULTS AND STUDENT ACTIVITIES IN MATHEMATIC LESSONS Nur Alim Noor; Imam Munandar
JME (Journal of Mathematics Education) Vol. 4 No. 1 (2019): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i1.883

This study aims to determine the effect of cooperative learning models on improving learning outcomes and student learning activities in mathematics. This type of research is quantitative. The research design used was quasiexperimental by taking three sample classes. Two as the experimental class that received the treatment of cooperative learning model type Team Assisted Individualization (TAI) and Think Pair Share (TPS) type. One control class received conventional method treatment. The sample was taken from class X Kosgoro Vocational School Karawang Regency with a sample size of 90 students. Data was taken by post test by using objective test instruments with 25 multiple choice items for learning mathematics matrix material and for student learning activity data using a questionnaire consisting of 30 items in the Likert point 5. The results of data analysis showed that TAI learning was better than Conventional, can be proved statistically (LSD table) that the mathematics learning outcomes are Sig = 0.002 and for learning activities Sig = 0.000, both are smaller than ? = 0.05. This proves that TAI learning is better than conventional seen from the results of learning and student learning activities. Learning TPS is better than Conventional, can be proven statistically (LSD table) that for mathematics learning outcomes obtained Sig = 0.684 greater than ? = 0.05 and for learning activities obtained Sig = 0.002 smaller than ? = 0.05. This proves that TPS learning is better than Conventional seen from student learning activities even for student learning outcomes there is no difference. Based on the data analysis, it can be concluded that the application of cooperative learning models can influence the increase in mathematics learning outcomes and student learning activities.

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