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EFEKTIVITAS TEKNIK MNEMONIK UNTUK MENINGKATKAN HASIL BELAJAR IPS MATERI PERJUANGAN MEMPERTAHANKAN KEMERDEKAAN Herawati, Reni; Mashar, Riana; Pritama, Muhammad Atik
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 7 No 2 (2015): Vol. 7 No. 2, Desember 2015
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (400.899 KB)

This research aims to determine the effectiveness of the use of mnemonic techniques to improve learning outcomes social science in fifth grade of Elementary School. Design of this research is collaborative classroom actions research that researcher make collaboration with the teachers. This research is conducted to fifth grade students of SD Negeri Adikarto 2 Muntilan by 20 students. Technique of data retrieval is using the evaluation sheet instruments in the form of a written test. The variable in this study is a mnemonic technique as independent variables and the learning outcomes as the dependent variable. The results of student learning indicators showed that the  increasing  have to reach more than 75% to. This research was conducted in two cycles, each cycle included  two meetings.The results of the research show that the mnemonic technique can improve the student learning outcomes. The average value of the students learning in social science lesson before get the action (in prior action) is 60.25 whereas the result after the first action (first cycle) the results obtained 70.75 and in the second cycle the result is 79.75. The difference in the average value of the first cycle and the second cycle is 8.5. The percentage of completeness in the first cycle is 70% while the percentage of completeness in the second cycle up to 90%. It shows that there is the increased from phase I to phase cycle II. So, It can be concluded that the use of mnemonic techniques can improve the student learning outcomes in social studies learning.

EFEKTIVITAS TEKNIK MNEMONIK UNTUK MENINGKATKAN HASIL BELAJAR IPS MATERI PERJUANGAN MEMPERTAHANKAN KEMERDEKAAN Herawati, Reni; Mashar, Riana; Pritama, Muhammad Atiq Noviudin
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 7 No 2 (2015): Vol. 7 No. 2, Desember 2015
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (401.923 KB)

This research aims to determine the effectiveness of the use of mnemonic techniques to improve learning outcomes social science in fifth grade of Elementary School. Design of this research is collaborative classroom actions research that researcher make collaboration with the teachers. This research is conducted to fifth grade students of SD Negeri Adikarto 2 Muntilan by 20 students. Technique of data retrieval is using the evaluation sheet instruments in the form of a written test. The variable in this study is a mnemonic technique as independent variables and the learning outcomes as the dependent variable. The results of student learning indicators showed that the increasing have to reach more than 75% to. This research was conducted in two cycles, each cycle included two meetings.The results of the research show that the mnemonic technique can improve the student learning outcomes. The average value of the students learning in social science lesson before get the action (in prior action) is 60.25 whereas the result after the first action (first cycle) the results obtained 70.75 and in the second cycle the result is 79.75.The difference in the average value of the first cycle and the second cycle is 8.5. The percentage of completeness in the first cycle is 70% while the percentage of completeness in the second cycle up to 90%. It shows that there is the increased from phase I to phase cycle II. So, It can be concluded that the use of mnemonic techniques can improve the student learning outcomes in social studies learning.

OPTIMALISASI SUPERVISI AKADEMIK BERBASIS EVALUASI DIRI GURU (EDG) SECARA KOLABORATIF MELALUI PEER-OBSERVATION PADA SEKOLAH BINAAN DI KOTA YOGYAKARTA Herawati, Reni
Jurnal Ilmiah Guru Caraka Olah Pikir Edukatif Vol 21, No 1: Mei 2017
Publisher : LPPM UNY

This school action research was aimed at optimizing the implementation of academic supervision based on collaborative self evaluation through peerobservation at SMA Negeri 10 Yogyakarta, SMA Muhammadiyah 6Yogyakarta, dan SMA Sultan Agung Yogyakarta. It was done in two cycles through four steps: (1) planning, (2) acting, (3) observing, and (4) reflecting. The Data collection was conducted through questionnaires, observation, interviews, and documentation. The data was analyzed by using triangulation analysis. To gain the meaning of research success, the success indicator was decided by the level of teacher professionalism in implementing peer-observation from 2 (two) dimensions 1) Teacher’s perception towards supervision and 2) Teacher’s competency. The analysis result gave the proof that peer-observation resulted positive contribution for enhancing teacher’s professionalism measured by the betterment of teacher perception toward supervision (1) Teachers felt comfortable; (2) Teachers were more motivated to decide the steps in improving learning activity; (3) Teachers felt as subjects not objects; (4) Teachers were participated in planning; (5) teachers were participated in analysis the result of supervision; (6) Teachers became open minded and motivated; (7) Learning quality was improved; (8) Collegiality among teacher was well-built. Implementation of peer-observation also gave significant improvement of teacher’s professionalism measured by four indicators: know how to do, can do, will do, and will grow with the result as follows: (1) ‘know how to do’ aspect resulted 33.3% increase from 66.7% became 100%; (2) ‘can do’ aspect resulted 58.3% increase from 33.3% to 92.7%; (3) ‘will do’ aspect gave good contribution as much as 36.1% from 59.7% to 95.8%; (4) Finally, ‘will grow’ aspect showed an 50% increasing from 44.4% to 91.4%. To sum up, the implementation of peer-observation gained significant impact to omptimize the academic supervision

MENGELOLA ORGANISASI INFORMAL DI SEKOLAH Herawati, Reni
Jurnal Ilmiah Guru Caraka Olah Pikir Edukatif Vol 19, No 01: Mei 2015
Publisher : LPPM UNY

School organization can be viewed from two dimensions: formal and f:zformal. These two kinds of organization have different structures. School principals and teachers are aware of and able to accept the existence of formal structure within a school, but few of them understand that there are informal structures in a school. Informal structure is a kind of 'hidden energy' that must be realized, managed and mobilized in order to provide a positive role in providing good education management. School principals should understand how to manage the informal structures in order to be empowered positively and support the implementation of a f ormal organization.

Self-Efficacy Bagi Pengawas dalam Pengembangan Keprofesian Herawati, Reni
Jurnal Ilmiah WUNY Majalah WUNY XVIII Nomor 1, Februari 2016
Publisher : Universitas Negeri Yogyakarta

Jabatan “pengawas”diangkat dengan tugas melakukan pembinaan dan pengawasan pendidikan pada satuan pendidikan atau sekolah yang menjadi binaannya. Pengawasan satuan pendidikan meliputi pengawasan akademik dan pengawasan manajerial. Pengawasan akademik bertujuan membantu atau membina guru dalam meningkatkan mutu proses pembelajaran agar diperoleh hasil belajar siswa yang lebih optimal. Pengawasan manajerial bertujuan membantu dan membina kepala sekolah dalam upaya meningkatkan mutu pendidikan melalui optimalisasi kinerja sekolah. Dalam melaksanakan tugas dan tanggung jawab sebagai pengawas, diperlukan kemampuankemampuan dasar yang dipersyaratkan sebagai pengawas profesional. Oleh sebab itu, pengawas sekolah perlu meningkatkan dan mengembangkan kompetensi profesional secara berkelanjutan. Tanpa memiliki kompetensi profesional dalam hal kepengawasan, para pengawas akan sulit meningkatkan kinerjanya, sehingga langsung maupun tidak langsung akan berdampak terhadap mutu kinerja sekolah atau satuan pendidikan yang dibinanya.

BUILDING STUDENT’S MOTIVATION THROUGH “FOCUS GROUPDISCUSSION(FGD)” AS A LEARNING STRATEGYTO ENHANCE SPEAKING COMPETENCEAT SMA NEGERI 7 YOGYAKARTA Herawati, Reni
Jurnal Ilmiah Guru Caraka Olah Pikir Edukatif 2013: COPE, No. 02, Tahun XVII, Nopember 2013
Publisher : LPPM UNY

This paper outlines the results of a survey which was carried out, to identifystudents’ motivation and attitudes towards English learning especially speaking.Teaching English, especially speaking at Class XI IPA 1, SMA N 7 Yogyakarta,is very challenging. However, the writer as the teacher found some problems inlearning process at the early school year. To have an effective learning process shehad to manage the class into active and motivated classes, hence, a daunting taskin terms of designing an activity that would serve to develop the students’ speakingskills emerged. The atmosphere that was not conducive in the classes consisting ofstudents derived from different previous classes. They were commonly unable toget along well and tend to be silent and passive. This had led the writer to makean effort to find an effective learning strategy to be implemented in her speakingclass. The researcher performed a research entitled “Building Student’s Motivationthrough Focus Group Discussion (FGD) as a Learning Strategy to Enhance Students’Speaking Competence at SMA Negeri 7 Yogyakarta”. This research was aiming atdescribing the effectiveness of FGD as the learning strategy to enhance the students’motivation; describing how it could enhance speaking capability among the studentsof SMA N 7 Yogyakarta. Some valuable findings were proven. There was a significantimprovement in the student’s motivation. They were creating conducive class.They were getting better gradually in developing and organizing idea. All studentswere supposed to get opportunity to be involved in active class participation; asa result, the class lived up. This learning strategy could guide students to becomemotivated, autonomous, and confident students. To top all, “FGD” was proven tobe an effective technique to solve the problems of lack motivation at Class XI IPA1, SMAN 7 Yogyakarta and to enhance the students’ competence of speaking.

The Influence of Instructional Leadership on Professional Competence Mediated by Self-Efficacy and Social Capital Herawati, Reni; Tjahjono, Heru Kurnianto
Jurnal Manajemen Bisnis Vol 11, No 2: September 2020
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/mb.11298

The term of professional competence is regarded as a crucial variable in human resource theory, especially in education. Empirical data have shown that professional competence affected teacher quality; hence, it influenced learningâ€™s effectiveness. The role of principal leadership is notable in the development of teacher professional competence. Some researchers argued that the school principal leadership model, which links to the development of teacher professional competence, is 'instructional leadership.' Some studies concluded that 'self-efficacy' influenced the development of teacher professional competence. Accordingly, some experts presented 'social capital' as a construct that has a good impact on teacher professional competence.Â It is essential to dedicate a novelty to respond to this theoretical gap related to the study of all the constructs stated above. Therefore, this paper is intended to present a proposition model of the influence of instructional leadership on professional competence mediated by self-efficacy and social capital.

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