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<![CDATA[INTEGRASI PENDIDIKAN KARAKTER DALAM PEMBELAJARAN SEJARAH ]]>
<![CDATA[Ahyani, Nur]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA 2017: SEMINAR NASIONAL PENDIDIKAN 25 NOVEMBER 2017 ]]>
Publisher : <![CDATA[PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA ]]>
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<![CDATA[In order to establish the character of the students it is necessary to integrate character education in all subjects to realize Indonesian men of noble character. In practice, national education today, there is a discrepancy between the ideals of national education to social reality that happened, Â student disputes, misuse of drugs. These phenomena may be they are due among other factors teachers, curriculum and learning tools. History is one of the subjects taught in high school history courses function directed to the formation of personality. If subjects associated with the history and character education delivered by attractive, then the student will not feel bored, even raised nationalism and have a noble character.]]>
<![CDATA[The influence of school leadership and teacher performance on the learning achievement of middle school students ]]>
<![CDATA[Dhidhik Eni Rustiyah]]>;
<![CDATA[Nur Ahyani]]>;
<![CDATA[Dessy Wardiah]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 6, No 2 (2021): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/021077jpgi0005
<![CDATA[This study aims to determine and describe the influence of principal leadership and teacher performance on student achievement in SMA NegeriLubuk Raja OganKomeringUlu (OKU) District. The method used is a quantitative method. The data collection technique used was a questionnaire. The results of the study can be concluded that the test results show that the higher the effective leadership of the principal, the higher the student achievement squared the correlation coefficient between the two variables is 0.588. The square of the correlation coefficient between the two variables (r2y2) of 0.5069 can be interpreted that if other variables are not controlled, then 50.69% of the proportion of student achievement variance can be explained by the level of teacher performance. and the multiple correlation coefficient between the two independent variables with the dependent variable Ry.12 of 0.684. From the correlation coefficient, the coefficient of determination (R2) of 0.684 means that 68.40% of the proportion of student achievement variants can be explained jointly by the principal's leadership and teacher performance.]]>
<![CDATA[The effect of the problem-based learning model and audiovisual media that based on south sumatera's local superiority to learning outcomes ]]>
<![CDATA[Septi Handayani]]>;
<![CDATA[Nur Ahyani]]>;
<![CDATA[Dessy Wardiah]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 6, No 2 (2021): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/021087jpgi0005
<![CDATA[This research aimed at finding out the effect of the problem-based learning model and audiovisual media that based on South Sumatera's local superiority to learning outcomes. This research was using Quasi Experimental Design as the method with design Nonequivalent Control Group Design. The subjects were 45 students in Experimental Group and 45 students in Control Group. The researcher used the data collection tool in the form of pretest-posttest, observation and documentation. The average score of pretest in experimental group was 83 and average score of pretest control group was 66,8. The data of pretest and posttest in experimental group was distributed normal with the value km -0,71 and 0,80. The hypotheses was calculated by using t-test which is polled varians and and the result of t obtain was 8,598 in 0,05 significant level and the t-table is 1,987. Since the significant level showed tobtain>ttable, therefore Ho was rejected and Ha was accepted. The result of this research proved that the problem-based learning model and audiovisual media that based on South Sumatera's local superiority to learning outcomes.]]>
<![CDATA[The effect of the problem-based learning model by using LKPD based on south sumatera's local superiority to learn outcomes ]]>
<![CDATA[Rizki Fitrianti]]>;
<![CDATA[Nur Ahyani]]>;
<![CDATA[Dessy Wardiah]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 6, No 2 (2021): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/021079jpgi0005
<![CDATA[This study aimed to define the problem-based learning model of problem-based learning using LKPD based on South Sumatra's local benefits for students at SDN 16 Prabumulih learning outcomes. This study used Quasi Experimental Design as the Nonequivalent Control Group Design method of design. The mean pretest score in the experimental group was 82,6 and the mean pretest control score in the experimental group was 67,3. In the experimental population, pretest and posttest data were usually distributed with a value of km -0.71 and 0.80 respectively. The hypotheses were calculated using ttest, which is polled variants, and the result of t obtained was 8,598 at 0,05 relevant level and table 1,987. Therefore, Ho was rejected and Ha was approved because the substantial level showed tobtain> table. The results of this study showed that the impact model of problem-based learning using LKPD based on the local benefits of South Sumatra had a substantial impact on the learning outcomes of studies at SDN 16 Prabumulih.]]>
<![CDATA[Teacher professionalism in digital era ]]>
<![CDATA[Sugiyanto Sugiyanto]]>;
<![CDATA[Nur Ahyani]]>;
<![CDATA[Nila Kesumawati]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 6, No 2 (2021): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/021093jpgi0005
<![CDATA[Technological developments make changes in life. Students are in a digital environment full of information. Countries change educational goals. Many educational innovations have also been carried out to support this. The hope of educational innovation is the support and integration of information and communication technology (ICT) in the learning process. So that there is an increase in the quality of student learning. Students today must have communication, collaboration, critical thinking and creative and innovative skills. These skills must be included in the learning process in class. To support this, all teacher competencies must be improved, especially professional competences. This research uses literature study. The purpose of this study is to reveal how the professionalism of teachers in the 4.0 revolution era in improving the quality of education.]]>
<![CDATA[Patterns of education and supervision of the headmaster in improving discipline and teacher performance ]]>
<![CDATA[Hendry Faizal]]>;
<![CDATA[Nur Ahyani]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 6, No 1 (2021): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/021023jpgi0005
<![CDATA[This study aims to describe the pattern of guidance and supervision of the principal in improving the discipline and performance of teachers of SMP Negeri 24 Ogan Komering Ulu. This research uses qualitative methods with a descriptive approach. Data collection techniques through observation, interviews, and documentation. The research subjects were the principal, teachers and students. The results of this study indicate that the discipline of teachers at SMP Negeri 24 Ogan Komering Ulu is in a good category, this can be seen from the majority of teachers obeying and carrying out what has become the prevailing rules and norms. Teacher performance is also in the good category as evidenced by the increasing quality of learning and the results of graduates from students who can enter public high schools, if their private schools get top ten report cards. The pattern of guidance and supervision of school principals in improving teacher discipline and performance at SMP Negeri 24 Ogan Komering Ulu is by coaching teacher performance, namely following seminars and training, supervision or supervision of performance in the form of class visits every week and once a month, disciplinary fostering of educational personnel by directly monitoring teacher attendance, providing motivation, and awarding teachers in the form of awards given at each annual event.]]>
<![CDATA[PENGARUH PENERAPAN MODEL PROJECT BASED LEARNING BERBASIS VIDEO VLOG DALAM PROSES PEMBELAJARAN SEJARAH ]]>
<![CDATA[Farena Adela]]>;
<![CDATA[Nur Ahyani]]>;
<![CDATA[Dina Sri Nindiati]]>
<![CDATA[ Kalpataru: Jurnal Sejarah dan Pembelajaran Sejarah Vol 7, No 2 (2021): KALPATARU: Jurnal Sejarah dan Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/kalpataru.v7i2.7154
<![CDATA[Model pembelajaran merupakan suatu struktur pembelajaran yang telah disusun, didesain, dan ditetapkan untuk mencapai suatu tujuan pembelajaran yang diinginkan. Adapun masalah di dalam penelitian ini ialah adakah pengaruh penerapan model project based learning berbasis video vlog dalam proses pembelajaran sejarah. Tujuan penelitian ini adalah untuk mengetahui ada tidaknya pengaruh penerapan model project based learning berbasis video vlog dalam proses pembelajaran sejarah. Populasi dalam penelitian ini adalah siswa kelas X di UPT SMA Negeri 7 Banyuasin dan sampel dalam penelitian ini adalah siswa kelas X IPS 2 dengan jumlah siswa 15 orang sebagai kelas eksperimen dan kelas X IPS 1 dengan jumlah siswa 15 orang sebagai kelas kontrol. Dari hasil penelitian terbukti bahwa “ada pengaruh penerapan model project based learning berbasis video vlog dalam proses pembelajaran sejarah”. Dengan nilai rata-rata kelas eksperimen 83 sedangkan kelas kontrol 55, sehingga di dapat thitung =12.02 danttabel =1,701. Dengan ini dapat disimpulkan thitung>ttabel sehingga Hoditolak dan Ha diterima.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN STUDENT FACILITATOR AND EXPLAINING TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN SEJARAH KELAS X DI SMA NEGERI 3 PALEMBANG ]]>
<![CDATA[Sarinah Sarinah]]>;
<![CDATA[Nur Ahyani]]>;
<![CDATA[Ahmad Zamhari]]>
<![CDATA[ Kalpataru: Jurnal Sejarah dan Pembelajaran Sejarah Vol 6, No 2 (2020): KALPATARU: Jurnal Sejarah dan Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/kalpataru.v6i2.5259
<![CDATA[Model dalam pembelajaran memiliki fungsi sebagai jembatan atau media tranformasi pelajaran terhadap proses belajar siswa secara efektif, sesuai dengan materi yang disampaikan dalam pencapaian tujuan pembelajaran. Masalah dalam penelitian ini adalah adakah pengaruh model pembelajaran student facilitator and explaining terhadap hasil belajar siswa pada mata pelajaran sejarah kelas X di SMA Negeri 3 Palembang. Tujuan penelitian ini adalah untuk mengetahui ada atau tidaknya pengaruh model pembelajaran student facilitator and explaining terhadap hasil belajar siswa pada mata pelajaran sejarah kelas X di SMA Negeri 3 Palembang. Populasi dalam penelitian ini adalah siswa kelas X di SMA Negeri 3 Palembang dan sampel penelitian ini adalah siswa kelas X.7 dengan jumlah siswa 36 orang sebagai kelas eksperimen dan kelas X.8 dengan jumlah siswa 36 orang (50) sebagai kelas kontrol. Dari hasil penelitian terbukti bahwa “ada pengaruh penerapan model pembelajaran student facilitator and explaining terhadap hasil belajar siswa pada mata pelajaran sejarah kelas X di SMA Negeri 3 Palembang”. Dengan nilai rata-rata kelas eksperimen 79,75, sedangkan kelas kontrol 70,86. Sehingga didapat 4,728 dan 1,66691. Dengan ini dapat disimpulkan ≥ sehingga ditolak dan diterima.]]>
<![CDATA[PERBEDAAN MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DENGAN MODEL PEMBELAJARAN JIGSAW TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN SEJARAH DI SMA NEGERI 2 MESUJI ]]>
<![CDATA[Taufik Sidiki Al-Haq]]>;
<![CDATA[Nur Ahyani]]>;
<![CDATA[Ida Suryani]]>
<![CDATA[ Kalpataru: Jurnal Sejarah dan Pembelajaran Sejarah Vol 7, No 1 (2021): KALPATARU: Jurnal Sejarah dan Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/kalpataru.v7i1.6277
<![CDATA[Permasalahan di dalam penelitian ini apakah ada perbedaan model pembelajaran Student Teams Achievement Divisions dengan Jigsaw terhadap hasil belajar siswa pada mata pelajaran sejarah kelas X IPS 1 dan X IPS 2 di SMA Negeri 2 Mesuji tahun pelajaran 2020/2021. Penelitian ini menggunakan dua model pembelajaran yaitu pertama model pembelajaran Student Teams Achievement Divisions sebagai kelas eksperimen 1 yang di perlakukan di kelas X IPS 1 yang kedua model pembelajaran Jigsaw sebagai kelas eksperimen 2 yang di perlakukan di kelas X IPS 2. Pemilihan sampel ini menggunakan teknik sampling secara acak, hasil data diperoleh dari hasil tes, teknik analisis data yang digunakan adalah uji-T. Dari hasil analisis data tes menunjukkan bahwa data berdistribusi normal dan homogenitas. Dari hasil pengujian hasil hipotesis didapat kan thitung = 3,52 > ttabel 1,671 pada taraf signitifikan 5% dan dk = (n1 + n2 - 2) sehingga dapat diterima. Maka dapat disimpulkan bahwa hasil penelitian ini ada perbedaan model pembelajaran Student Teams Achievement Divisions dengan model pembelajaran Jigsaw terhadap hasil belajar siswa pada mata pelajaran sejarah kelas X di SMA Negeri 2 Mesuji tahun pelajaran 2020/2021.]]>
<![CDATA[PENGARUH PEMANFAATAN MEDIA YOUTUBE TERHADAP HASIL BELAJAR SISWA MATA PELAJARAN SEJARAH DI SMK PGRI 2 PALEMBANG ]]>
<![CDATA[Riska Anggraini]]>;
<![CDATA[Nur Ahyani]]>;
<![CDATA[Ida Suryani]]>
<![CDATA[ Kalpataru: Jurnal Sejarah dan Pembelajaran Sejarah Vol 7, No 1 (2021): KALPATARU: Jurnal Sejarah dan Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/kalpataru.v7i1.6306
<![CDATA[Permasalahan penelitian ini adalah siswa kurang tertarik dalam pembelajaran sejarah karena pembelajaran hanya berpusat pada guru dan membuat siswa kurang aktif dalam kegiatan pembelajaran, serta kurangnya penggunaan media dalam kegiatan pembelajaran oleh guru. Adapaun tujuan penelitian ini adalah untuk mengetahui pengaruh pemanfaatan media Youtube pada proses pembelajaran terhadap hasil belajar siswa. Sampel penelitian ini adalah siswa kelas X TKRO 2 sebagai kelas eksperimen berjumlah 36 siswa dan kelas X TKRO 1 sebagai kelas kontrol berjumlah 36 siswa. Metode yang digunakan adalah metode eksperimen, untuk mengetahui apakah ada pengaruh variabel bebas terhadap variabel terikat. Teknik pengambilan data penelitian ini adalah observasi, tes, dan dokumentasi. Kemudian teknik analisis data adalah uji normalitas data, uji homogenitas data, dan uji hipotesis yang menggunakan Uji-t. Berdasarkan hasil penelitian yang telah dilakukan di SMK PGRI 2 Palembang dan hasil analisis data, maka didapat hasil perhitungan pada Uji-t yaitu thitung adalah 7,54, dan ttabel dengan dk = n1 + n2 - 2 dan taraf signifikan 5% maka tabel adalah 1,67. Sehingga thitung > ttabel maka Ho ditolak dan Ha diterima Sehingga dapat disimpulkan bahwa ada pengaruh positif yang signifikan dari media pembelajaran Youtube di mana kelas eksperimen lebih baik dari pada kelas kontrol.]]>
