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All Journal Cakrawala Pendidikan Jurnal Pendidikan Jasmani Indonesia Medikora: Jurnal Ilmiah Kesehatan Olahraga Health Science Journal of Indonesia Farabi Jurnal Keolahragaan Jurnal Studi Sosial Program Pascasarjana P-IPS JEE (Jurnal Edukasi Ekobis) Majalah Kulit, Karet, dan Plastik Jurnal Kesehatan Ibu dan Anak Al-Buhuts (e-journal)
Eddy Purnomo
Universitas Negeri Yogyakarta
Religion Dentistry Economics, Econometrics & Finance Education Engineering Health Professions Medicine & Pharmacology Nursing Public Health Social Sciences Other

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PENGARUH PERSEPSI MENGGUNAKAN PEMBELAJARAN KOOPERATIF TIPE NHT DAN MOTIVASI TERHADAP KREATIVITAS BELAJAR Wahidin Wahidin; Sudjarwo Sudjarwo; Eddy Purnomo
Jurnal Studi Sosial / Journal of Social Studies Vol 2, No 1 (2014): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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The purpose of this study was to clarify the effect of students 'perceptions about the use of cooperative learning models NHT and students' motivation to learn IPS student creativity. This research method is a correlational descriptive. The results of the study indicate that students 'perceptions about cooperative learning model NHT has a positive influence and significant impact on the formation of students' learning creativity that is equal to 0216 0.211 at the significance level α = 0.05 level. Students' perceptions about cooperative learning model NHT has a positive influence and significant impact on the formation of student motivation is equal to 0.285 0.211 at the significance level α = 0.05 level. Students' perceptions about cooperative learning model NHT and student motivation has a positive influence and significant impact on student learning creativity that is equal to 0.196 0.115 at the significance level α = 0.05 level.Tujuan penelitian ini adalah adalah untuk menjelaskan pengaruh persepsi siswa tentang model pembelajaraan kooperatif tipe NHT dan motivasi belajar siswa terhadap kreativitas belajar IPS siswa. Metode penelitian ini adalah deskriptif korelasional. Hasil penelitian menunjukkan bahwa persepsi siswa tentang model pembelajaran kooperatif tipe NHT mempunyai pengaruh positif, erat dan signifikan terhadap pembentukan kreativitas belajar siswa yaitu sebesar 0.216 0.211 atau t-hit t-tabel pada taraf nyata α = 0.05. Persepsi siswa tentang model pembelajaran kooperatif tipe NHT mempunyai pengaruh positif, erat dan signifikan terhadap pembentukan motivasi belajar siswa yaitu sebesar 0,285 0.211 atau t-hit t-tabel pada taraf nyata α = 0.05. Persepsi siswa tentang model pembelajaran kooperatif tipe NHT dan motivasi belajar siswa mempunyai pengaruh positif, erat dan signifikan terhadap  kreativitas belajar siswa yaitu sebesar 0.196 0.115 atau f-hit f-tabel pada taraf nyata α = 0.05. Kata kunci : kreativitas, motivasi, nht, pembelajaran kooperatif, persepsi
INSTRUMEN PENILAIAN OTENTIK PETASAN GALAU PADA MATA PELAJARAN PRAKARYA KEWIRAUSAHAAN Endah Febriana Maryanti; Eddy Purnomo; Pujiati Pujiati
Jurnal Studi Sosial / Journal of Social Studies Vol 3, No 4 (2015): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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The aims of research were to produce software instrument of authentic assessment by peers techniques in entrepreneurship subject, and to analyze the effectiveness of using Petasan Galau software. This research was research and development (R and D) by Borg and Gall which were divided into three steps; preliminary, developing, and evaluating. Data were collected using a grading scale and was analyzed descriptively and quantitatively. The results showed that Petasan Galau software can be used as an instrument for authentic assessment in entrepreneurship subject, and the effective product used as an assessment instrument with average value of 3,55 by very effective criteria. The psycomotoric scores of the students meet the criteria very effective on the concurrent validity 0,955 for XI TKJ 1 and 0,902 for XI TKJ 2. Tujuan penelitian ini adalah menghasilkan software instrumen penilaian otentik dengan teknik penilaian antarteman pada mata pelajaran Prakarya Kewirausahaan, dan menganalisis tingkat efektivitas penggunaan software Petasan Galau. Penelitian ini merupakan penelitian pengembangan (Research and Development) Borg and Gall yang dibagi dalam tiga tahapan yaitu pendahuluan, pengembangan dan evaluasi. Data dikumpulkan menggunakan skala penilaian dan dianalisis secara deskriptif kuantitatif. Hasil penelitian ini menunjukkan bahwa software PETASAN GALAU dapat digunakan sebagai instrumen penilaian otentik pada mata pelajaran Prakarya Kewirausahaan dan produk efektif digunakan sebagai instrumen penilaian dengan nilai rata-rata 3,55 sehingga memenuhi kriteria sangat efektif. Hasil nilai keterampilan peserta didik memenuhi kriteria sangat baik pada validitas konkuren dengan koefisien korelasi sebesar 0,955 untuk kelas XI TKJ 1 dan 0,902 untuk kelas XI TKJ 2.Kata kunci: instrumen penilaian otentik, software, prakarya kewirausahaan
HASIL BELAJAR RANAH SIKAP MODEL TEAM GAME TOURNAMENT, JIGSAW, DAN GROUP INVESTIGATION PENDIDIKAN KEWARGANEGARAAN Enyang Suandi; Pargito Pargito; Eddy Purnomo
Jurnal Studi Sosial / Journal of Social Studies Vol 1, No 2 (2013): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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Abstract, the purpose of the research is to analysize learning result that teaching uses Team Game Tournament, Jigsaw and Ggroup Investigation, on the presents positive attitude to law system and national judge. This research include comparative with experiment approaching. Experiment is done for 6 class (12 x 45 minutes) begins October 5 until December 15, 2013, on three different methodes, X1 use TGT, X3 use Jigsaw, and X5 use GI. Based on analysis, conclude that attitude to national law and court system, there is a different attitude to national law and court system for students using TGT, Jigsaw and GI model in learning. The students’ attitude to national law and court system which using TGT is more positive than Jigsaw. Students’ attitude to national law and court system which using TGT is more positive than GI. The students’ attitude to national law and court system which using Jigsaw is more positive than GI.Keywords:  TGT,  jigsaw, GI, learning result.
PERBANDINGAN HASIL BELAJAR MODEL PEMBELAJARAN NHT DAN GI DENGAN MEMPERHATIKAN MOTIVASI BERPRESTASI Vivien Barcellena Fentisari; Eddy Purnomo; Yon Rizal
JEE (Jurnal Edukasi Ekobis) Vol 2, No 1 (2014): JEE (jurnal Edukasi Ekobis)
Publisher : FKIP Unila

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This research aims to know difference of learning outcomes between students of grade VIII SMPN 3 Natar who are learned using NHT model with GI model. This research was clasified as an experimental research with comparative approach. Population in this research is 188 students and samples 76 students (2classes) were taken by using cluster random sampling. The results of research showed: (1) There is difference in learning outcomes between students who are learning using NHT model with GI model. (2) The average in learning outcomes is taught using a model of learning NHT model is higher than that taught using the GI model for students who have low achievement motivation. (3) The average in learning outcomes is taught using a model of learning NHT model is lower than that taught using the GI model for studenst who have high achievement motivation. (4) There is interaction between model of learning and achievement motivation of students in learning outcomes.Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar ekonomi antara siswa kelas VIII SMPN 3 Natar yang diajarkan menggunakan model NHT dan GI. Populasi dalam penelitian ini adalah 188 siswa dan sampel 76 siswa (2kelas) diambil dengan menggunakan cluster random sampling. Hasil penelitian menunjukkan: (1) Ada perbedaan hasil belajar antara siswa yang pembelajarannya menggunakan model NHT dengan model GI. (2) Rata-rata hasil belajar yang diajar menggunakan model pembelajaran NHT lebih tinggi dibandingkan yang diajar dengan model pembelajaran GI bagi siswa yang memiliki motivasi berprestasi rendah. (3) Rata-rata hasil belajar yang diajar menggunakan model pembelajaran NHT lebih rendah dibandingkan yang diajar dengan model pembelajaran GI bagi siswa yang memiliki motivasi berprestasi tinggi. (4) Ada interaksi antara model pembelajaran dengan motivasi berprestasi siswa terhadap hasil belajar.Kata kunci: gi, hasil belajar, motivasi berprestasi, nht
PERBEDAAN HASIL BELAJAR ANTARA PENGGUNAAN NHT DAN ST DENGAN MEMPERHATIKAN SIKAP SISWA Wahyu Zatnika; Eddy Purnomo; Yon Rizal
JEE (Jurnal Edukasi Ekobis) Vol 1, No 6 (2013): JEE (jurnal Edukasi Ekobis)
Publisher : FKIP Unila

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This study aims to determine differences in learning outcomes between the use of Ips Integrated NHT and ST models by taking into account the students' attitude to learning. Research using experimental methods with a comparative approach. The results showed: a)Results Integrated social studies students taught using learning model NHT higher than students who were taught using learning model ST.b)Results Integrated social studies students who have a positive attitude who are taught using models NHT higher than ST models.c)Results Integrated social studies students who have a negative attitude that is taught using a model of NHT higher than ST models.d)There is no interaction between the model of learning with students' attitudes toward learning.Penelitian ini bertujuan mengetahui perbedaan hasil belajar Ips Terpadu antara penggunaan model NHT dan ST dengan memperhatikan sikap siswa dalam pembelajaran. Penelitian menggunakan metode eksperimen dengan pendekatan komparatif. Hasil penelitian menunjukan: a)Hasil belajar IPS Terpadu siswa yang diajar menggunakan model pembelajaran NHT lebih tinggi dibandingkan siswa yang diajar menggunakan model pembelajaran ST.b)Hasil belajar IPS Terpadu siswa yang memiliki sikap positif yang diajar menggunakan model NHT lebih tinggi dibandingkan model ST.c)Hasil belajar IPS Terpadu siswa yang memiliki sikap negatif yang diajarkan menggunakan model pembelajaran NHT lebih tinggi dibandingkan model ST.d)Tidak terdapat interaksi antara model pembelajaran dengan sikap siswa terhadap pembelajaran.Kata kunci: hasil belajar,NHT, ST, sikap siswa
STUDI KOMPARATIF HASIL BELAJAR MELALUI MODEL PEMBELAJARAN PROBLEM SOLVING DAN PROBLEM POSING Ida Nuri Fitria; Eddy Purnomo; Erlina Rupaidah
JEE (Jurnal Edukasi Ekobis) Vol 1, No 5 (2013): JEE (jurnal Edukasi Ekobis)
Publisher : FKIP Unila

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This research  know comparison study economics  learning problem solving model students using  learning problem posing model. The methods  used experiment and comparative research. The study design used treatment by level,cluster random sampling. collect data  used observation, interview, questionnaire , study post test. The test   hypothesis uses Anava and T-test varian two ways. Based the results research: (1) there differences average  studied economics among students  using Problem Solving learning and Problem Posing model (2) average results studied economics students  study using  learning Problem Solving model higher than  study using  learning model Posing Problems  students  have  positive attitude towards subject. (3) average results studied economics students study using  learning Problem Solving model lower than  study using learning Problem Posing  students have  negative attitude towards the subject . (4) there is no interaction between  learning model and attitude   students towards  economic subjects. Penelitian ini bertujuan mengetahui perbandingan hasil belajar Ekonomi yang menggunakan model pembelajaran problem solving  dengan  pembelajaran problem posing. metode penelitian eksperimen dengan pendekatan komparatif . Desain penelitian treatment by level Teknik sampling cluster random sampling. Teknik pengumpulan data  observasi, wawancara, angket tes hasil belajar. Pengujian hipotesis menggunakan rumus analisis varians dua jalan dan t-test dua sampel independen. Berdasarkan analisis data diperoleh: (1) terdapat perbedaan rata-rata hasil belajar antara siswa yang pembelajaranya menggunakan model pembelajaran Problem Solving dan model pembelajaran Problem Posing. (2) rata-rata hasil belajar yang pembelajaranya menggunakan model pembelajaran Problem Solving lebih tinggi dibandingkan menggunakan model pembelajaran Problem Posing bagi siswa yang memiliki sikap positif terhadap mata pelajaran (3) rata-rata hasil belajar  pembelajaranya menggunakan model pembelajaran Problem Solving lebih tinggi dibandingkan yang pembelajaranya menggunakan model pembelajaran Problem Posing bagi siswa yang memiliki sikap negatif terhadap mata pelajaran.(4) tidak ada interaksi antara model pembelajaran dan sikap siswa terhadap mata pelajaran. Kata kunci: hasil, ps, pp, sikap
PERBEDAAN MORALITAS SISWA DENGAN MODEL PORTOFOLIO DAN CTL Asnur Vevy; Eddy Purnomo; Yon Rizal
JEE (Jurnal Edukasi Ekobis) Vol 2, No 2 (2014): JEE (Jurnal Edukasi Ekobis)
Publisher : FKIP Unila

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The method which used in this research is comparative study with experimental approaches. Hypotheses of test using anava and the t-test two independent samples.Based on the analysis of data it obtained the following research findings, 1) there is a difference of student morality in learning of IPS between students who are using portofolio and CTL. 2) there are difference of morality in the learning of IPS between students who have intrapersonal with interpersonal intelligence. 3) There is no interaction between learning model with intelligence 4) students morality in learning of IPS which is using portofolio is higher than CTL on students who have intrapersonal intelligence. 5) students morality in learning of IPS which is using portofolio is higher than CTL on students who have interpersonal intelligence 6)students morality in learning of IPS which have the intrapersonal intelligence is lower than the interpersonal intelligence in portofolio. 7) students morality in learning of IPS which have the intrapersonal is lower than the interpersonal by using CTL.Metode dalam penelitian ini studi banding dengan pendekatan eksperimen. Tes Hipotesis menggunakan anava dan t-test dua sampel independen. Berdasarkan analisis data diperoleh 1) Terdapat perbedaan moralitas siswa dalam pembelajaran IPS menggunakan portofolio dan CTL. 2) Terdapat perbedaan moralitas dalam pembelajaran IPS yang berkecerdasan intrapersonal dan interpersonal. 3) Tidak ada interaksi model pembelajaran dengan kecerdasan. 4) Moralitas siswa dalam pembelajaran IPS dengan portofolio lebih tinggi dibandingkan CTL pada siswa berkecerdasan intrapersonal. 5) Moralitas siswa dalam pembelajaran IPS menggunakan portofolio lebih tinggi dibandingkan CTL pada siswa berkecerdasan interpersonal. 6) Moralitas siswa dalam pembelajaran IPS yang berkecerdasan intrapersonal lebih rendah dibandingkan interpersonal menggunakan portofolio. 7) Moralitas siswa dalam pembelajaran IPS yang berkecerdasan intrapersonal lebih rendah dibandingkan interpersonal menggunakan CTL.Kata kunci: ctl, intrapersonal, interpersonal, moralitas, portofolio
STUDI PERBANDINGAN METODE PEMBELAJARAN GROUP INVESTIGATION DAN PROBLEM SOLVING DENGAN MEMPERHATIKAN TES Angga Praditya; Eddy Purnomo; Yon Rizal
JEE (Jurnal Edukasi Ekobis) Vol 1, No 6 (2013): JEE (jurnal Edukasi Ekobis)
Publisher : FKIP Unila

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Results of further observations known that there are many teachers who have not applied learning method that can explore and develop an active student involvement in the learning process. Teaching and learning process is centered on the teacher where delivery of content more dominated by the teacher. Teachers active control, while the students act passively so that the learning process is less involved role of students both physically and mentally. Learning process listed above make the most of students are less enthusiastic about learning. This condition is indicated by the number of students who ask fewer, less daring to express their opinions, and feel quite accept material that has been presented by the teacher. In addition, there are many teachers who use the direct method, ie the teacher explained, students pay attention, and noted that the subject matter, resulting in a lack ofactivity in the learning process.Hasil observasi lebih lanjut diketahui bahwa masih banyak guru yang belum menerapkan metode pembelajaran yang dapat menggali serta mengembangkan keterlibatan siswa secara aktif dalam proses belajar mengajar. Proses belajar mengajar masih berpusat pada guru di mana penyampaian materi lebih banyak didominasi oleh guru. Guru memegang kendali aktif, sementara siswa bersikap pasif sehingga proses pembelajaran kurang melibatkan peran siswa baik secara fisik maupun mental. Proses pembelajaran demikian membuat sebagian besar siswa kurang bersemangat dalam belajar. Kondisi ini ditunjukkan dengan jumlah siswa yang bertanya sedikit, kurang berani untuk mengungkapkan pendapat, dan merasa cukup menerima materi yang telah disampaikan oleh guru. Selain itu, masih banyak guru yang menggunakan metode langsung, yaitu guru menjelaskan, siswa memperhatikan, dan mencatat materi pelajaran sehingga, mengakibatkan kurangnya aktivitas siswa dalam proses pembelajaran.Kata kunci: gi, motode pembelajaran, problem solving
PERBEDAAN SIKAP SISWA DALAM PEMBELAJARAN IPS TERPADU DENGAN MODEL KONTEKSTUAL DAN INKUIRI Ivan Putranto; Eddy Purnomo; Nurdin Nurdin
JEE (Jurnal Edukasi Ekobis) Vol 1, No 5 (2013): JEE (jurnal Edukasi Ekobis)
Publisher : FKIP Unila

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The background of this research was the lack of assessment of the affective domain of learning subjects IPS Terpadu, particularly the attitude of the students towards the social   environment in SMP N 2 Marga Tiga East Lampung. The objectives of this research are; student attitudes to environmental differences between students who are taught using a contextual model with inquiry model with attention to the learning interest of students. This research use experiment method. Samples were taken using Cluster Random Sampling. Data were analysed using Two-Way Variant Analysis test and T-test. This results; (1) there is a difference in the attitude of students towards the social environment in the IPS Terpadu learning between students who are taught using contextual model and inquiry model; (2) student attitudes towards the social environment in learning the lesson that IPS Terpadu using contextual model better than inquiry models on higher learning interest in students. Whereas, in the interest of student learning, students are taught to use contextual model lower than inquiry model; (3) there is an interaction between the learning models with an interest in student learning.Kata Kunci: inkuiri, kontekstual, minat, sikap siswa
PERBANDINGAN KEMAMPUAN BERPIKIR KRITIS ANTARA TPS DAN TTW DENGAN MEMPERHATIKAN MINAT BELAJAR Ajeng Perwito Sari; Eddy Purnomo; Yon Rizal
JEE (Jurnal Edukasi Ekobis) Vol 3, No 2 (2015): JEE (Jurnal Edukasi Ekobis)
Publisher : FKIP Unila

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The study examines the comparative study of critical thinking skills between studentstaught using cooperative learning model of Think Pair Share and Think Talk Write toobserve students interest in social studies integrated semester of eighth grade students ofSMP Global Madani Bandar Lampung. The results of data analysis showed (1) there isa difference between the critical thinking skills of students whose learning usingcooperative learning model TPS and TTW, (2) critical thinking skills in students whohave a low interest in learning by using cooperative learning model of TPS is higherthan by using learning using cooperative models TTW, (3) critical thinking skills instudents who have a high interest in learning cooperative learning model TPS is lowerthan learning by using a model of cooperative TTW type, (4) there is an interactionbetween the model of cooperative learning with students interest in critical thinkingskills.Penelitian ini mengkaji tentang studi perbandingan kemampuan berpikir kritis antarasiswa yang diajar menggunakan model pembelajaran kooperatif tipe Think Pair Sharedan Think Talk Write dengan memperhatikan minat belajar siswa pada mata pelajaranIPS Terpadu siswa kelas VIII semester ganjil SMP Global Madani Bandar Lampung.Hasil analisis data menunjukan (1) ada perbedaan kemampuan berpikir kritis antarasiswa yang pembelajarannya menggunakan model pembelajaran kooperatif tipe TPSdan TTW, (2) kemampuan berpikir kritis pada siswa yang memiliki minat belajarrendah yang pembelajarannya menggunakan model kooperatif tipe TPS lebih tinggidibandingkan yang pembelajaannya menggunakan model kooperatif tipe TTW, (3)kemampuan berpikir kritis pada siswa yang memiliki minat belajar tinggi yangpembelajarannya menggunakan model kooperatif tipe TPS lebih rendah dibandingkanyang pembelajarannya menggunakan model koopratif tipe TTW, (4) ada interaksi antaramodel pembelajaran kooperatif dengan minat belajar siswa pada kemampuan berpikirkritis.Kata kunci : berpikir kritis, minat, TPS, TTW
Co-Authors Adelina Hasyim Ajeng Perwito Sari Alfonsia Purnamasari Alwansyah Alwansyah Angga Praditya Asnur Vevy Aulia Matin Berna Lisa Cheri Saputra Cok lstri Putri Prigita Puspawati Dapriansyah Dapriansyah Darsono Darsono Darsono Darsono Destamrini Destamrini Desyka Rahman Fitriyani Devi Yulianti Dian Erika Wati Dian Febrintina S Didi Sudarmasyah Dwi Oktaviani Ogara Dwilita Astuti Endah Febriana Maryanti Enyang Suandi eri purwanti Erlina Rupaidah Esa Norita Feriansyah, Feriansyah, Feriansyah Hari Arnirullah Rahrnan Hari Arnirullah Rahrnan Hayatu Rizki Hermansyah Hermansyah Herpratiwi Herpratiw Hurustiati Hurustiati Ida Nuri Fitria Irawan Suntoro Ivan Putranto Joko Pekik Irianto Khairuna Arfalah Mansur Mansur Maratona Sakti Utami Maskun Maskun Mei Jayadi Meiyanti Meiyanti Meli Puspita Mukino Mukino Novita Intan Arovah Nurdin Nurdin Pargito Pargito Pujiati Pujiati R Gunawan Sudarmanto R. Gunawan Sudarmanto Raden Gunawan Sudarmanto Rahmat Diyanto Risa Octa Ana Rizka Aminy Sadanah Sadanah Silpanus Dian Sapala Sudjarwo Sudjarwo Sugeng Supriadi Suhra Wardi, Sumarah Sumarah Suyatno Suyatno Syamsi Syamsi Tedi Rusman Vivien Barcellena Fentisari Wahidin Wahidin Wahyu Zatnika Wakijo Wakijo Wellfa Rina Hamer WINARTI WINARTI Yon Rizal Yuli Dwi Khairani Zulimi, Zulimi