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Diliza Afrila

FKIP Universitas Batanghari Jambi, Program Studi Pendidikan Ekonomi

Author-ID : 2612939

Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice

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Analisis Gaya Belajar Siswa pada Mata Pelajaran IPS di Kelas VII SMP Negeri 9 Kota Jambi Diliza Afrila; Abd Rahman
Jurnal Ilmiah Universitas Batanghari Jambi Vol 19, No 2 (2019): Juli
Publisher : Universitas Batanghari Jambi

This study aims to analyze the learning styles of students on the subjects of social studies in class VII SMP Negeri 9 Kota Jambi. The type of this research is descriptive research with quantitative approach. The population in this study is 251 people. Sampling technique in this research is proportional random sampling, so selected 72 students as sample of research. Data collection techniques in this study is to spread the questionnaire to the research respondents. Data analysis technique in this research is descriptive analysis. The results showed that the average of student learning style variables on social studies subjects in class VII of SMP Negeri 9 Kota Jambi is 4.15 with Respondent Achievement Level (TCR) of 82.93. This suggests that learning style variables fall into either category. From 3 (three) indicator of studied learning style, it is known that (1) visual indicator get average, that is 4,22 with TCR equal to 84,47, so that in good category, (2) kinesthetic indicator get average 4 , 18 with TCR of 83.58, so it is in good category, and (3) the auditorial indicator obtains the average, that is 4.04 with TCR of 80.74, so it is in good category.

Analisis Faktor-Faktor Kesulitan Belajar Mahasiswa pada Mata Kuliah Manajemen Keuangan di Program Studi Pendidikan Ekonomi Fakultas Keguruan dan Ilmu Pendidikan Universitas Batanghari Jambi Diliza Afrila; Mutia Samrotul Fuadah
Jurnal Ilmiah Universitas Batanghari Jambi Vol 20, No 2 (2020): Juli
Publisher : Universitas Batanghari Jambi

This study aims to determine (1) the description of student learning difficulties in the Financial Management course in the Economic Education Study Program of the Teaching and Education Faculty of Batanghari University, Jambi, and (2) the factors of student learning difficulties in the Financial Management course in the Educational Study Program Economics of Teacher Training and Education Faculty, Batanghari University, Jambi. This type of research is descriptive research with a quantitative approach. The study population was students of the Economic Education Study Program Semester IV and VI Academic Year 2018/2019, totaling 48 people. The sampling technique is saturated sampling, so that the entire population is made into a research sample. The results showed that (1) the learning difficulty variable was in the high category with an average of 4.32 and the Respondent's Achievement Level (TCR) of 86.43, and (2) There were 10 (ten) dominant factors affecting student learning difficulties, i.e. (a) Factor 1 which is given the Psychological Factor identity, which consists of statement items F3.2, F3.3, F4.1, F4.2, F5.2, F5.3, F5.4, and F5.5, (b) Factor 2 which is given the identity of the State of the Building, which consists of statement items F11.1 and F11.2, (c) Factor 3 which is assigned the identity of Peer Environment, consisting of statement items F14.1 and F14.2, ( d) Factor 4 which is given the identity of Physical Factor, which consists of statement items F1 and F2, (e) Factor 5 which is given the identity of Lecturer Competence, which consists of statement items F9.1, F9.3, F9.4, and F9. 5, (f) Factor 6 which is given Family Factor identity, which consists of statement items F6.2, F7.1, F7.2, F8.1 and F8.2, (g) Factor 7 which is given Identification of Able Discipline s, which consists of statement items F12, (h) Factor 8 which is given the Identity of Learning Resources, which consists of statement items F10.1, F10.2, F10.3, and F10.4, (i) Factor 9 which is given an identity Mass Media, which consists of statement items F13.1 and F13.2, and (j) Factor 10 which is given the Learning Habit identity, which consists of statement items F13.3.

Pengaruh Model Pembelajaran Kooperatif Tipe Kancing Gemerincing dan Motivasi Belajar terhadap Hasil Belajar Mahasiswa pada Mata Kuliah Ekonomi Politik di Program Studi Pendidikan Ekonomi Fakultas Keguruan dan Ilmu Pendidikan Universitas Batanghari Jambi Diliza Afrila
Jurnal Ilmiah Universitas Batanghari Jambi Vol 21, No 2 (2021): Juli
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jiubj.v21i2.1535

This study aims to determine (1) Student learning outcomes in the Political Economy course taught using cooperative learning model type Kancing Gemerincing are higher than students taught using conventional learning models in the Economic Education Study Program, (2) Student learning outcomes in the Political Economy course who has high learning motivation which is taught by using the cooperative learning model type Kancing Gemerincing is higher than students who have high learning motivation who are taught using conventional learning models in the Economic Education Study Program, (3) Student learning outcomes in the Political Economy courses who have low learning motivation who are taught using the cooperative learning model type Kancing Gemerincing are higher than students who have low learning motivation who are taught using conventional learning models in the Education Study Program Economics, and (4) the interaction between cooperative learning model type Kancing Gemerincing and learning motivation towards student learning outcomes in the Political Economy course in the Economic Education Study Program. This type of research is a quasi experiment. The study population was 27 students of the Economic Education Study Program Semester VI / A1 and VI / A2 Academic Year 2019/2020. The sampling technique was purposive sampling (purposive sampling). The results showed that (1) Student learning outcomes in the Political Economy course taught by using the cooperative learning model type Kancing Gemerincing were higher than those taught using conventional learning models. This is indicated by the t value of 2.159 and the probability value of 0.041. So that the probability value of 0.041 < 0.05 then H0 is rejected, (2) Student learning outcomes in the Political Economy course who have high learning motivation who are taught using the cooperative learning model type Kancing Gemerincing are higher than students who have high learning motivation being taught with conventional learning models. This is indicated by the t value of 7.260 and the probability value of 0.001. Thus, the probability value of 0.001 < 0.05 then H0 is rejected, (3) The learning outcomes of students in the Political Economy course who have low learning motivation who are taught using cooperative learning model type Kancing Gemerincing are higher than students who have low learning motivation which taught by conventional learning models. This is indicated by the t value of 1.532 and the probability value of 0.006. Thus, the probability value of 0.006 < 0.05 then H0 is rejected, and (4) There is no interaction between the cooperative learning model type Kancing Gemerincing and learning motivation on student learning outcomes in the Political Economy course. This is indicated by the Sig level of 0.205. This means that the value of Sig is greater than the value of α = 0.05 (sig α), so the null hypothesis (Ho) is accepted.

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