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All Journal Jurnal Teknologi Pendidikan ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED LIABILITIES (JURNAL PENDIDIKAN AKUNTANSI) Pendas : Jurnah Ilmiah Pendidikan Dasar JPGI (Jurnal Penelitian Guru Indonesia) Randwick International of Education and Linguistics JINAV: Journal of Information and Visualization Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Info Sains : Informatika dan Sains Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN Jurnal Prointegrita Finger : Jurnal Ilmiah Teknologi Pendidikan JME
Efendi Napitupulu
Universitas Negeri Medan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN KOOPERATIF LEARNING BERBASIS MEDIA INTERAKTIF DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM Catur Ayu Wulandari; Efendi Napitupulu; Keysar Panjaitan
JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN Vol 8, No 1 (2021): Juni - Jurnal Teknologi Informasi dan Komunikasi dalam Pendidikan
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (285.113 KB) | DOI: 10.24114/jtikp.v8i1.26787

Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui: Apakah  hasil belajar pendidikan agama Islam siswa yang dibelajarkan dengan model jigsaw lebih tinggi daripada hasil belajar pendidikan agama Islam yang menggunakan model make and  match, Apakah hasil belajar pendidikan agama Islam siswa yang  memiliki komunikasi interpersional tinggi lebih tinggi daripada hasil belajar pendidikan agama Islam yang memiliki komunikasi interpersional rendah, Apakah terdapat interaksi antara model pembelajaran dan komunikasi interpersonal terhadap hasil belajar pendidikan agama Islam siswa. Penelitian ini dilakukan pada siswa SD. Teknik pengambilan sampel digunakan dengan Cluster Random Sampling berdasarkan masing-masing terdiri dari 30 untuk kelas ekperimen pertama dan 30 orang untuk kelompok ekperimen kedua. Metode penelitian yang digunakan adalah quasi eksperimen dengan factorial 2 x 2. Teknik analisa yang digunakan adalah analis varians dua jalur dengan taraf signifikan α = 5% dengan Uji F, pengujian lanjut menggunakan Uji Scheffe. Hasil penelitian menunjukkan: hasil belajar Pendidikan agama Islam siswa yang ajar dengan  model  pembelajaran Jigsaw lebih tinggi daripada  pembelajaran model Make and Match dengan  nilai Fhitumg > Ftabel.  dengan nilai Fhitung  12.94 > FTabel 4,00, hasil belajar pendidikan agama Islam siswa yang memiliki Komunikasi Interpersonal tinggi lebih tinggi daripada hasil belajar siswa yang memiliki komunikasi interpersonal rendah dengan nilai Fhitung =  11.86 > Ftabel = 4,00, terdapat interaksi antara Model Pembelajaran dan komunikasi interpersonal dalam mempengaruhi hasil belajar pendidikan agama Islam  dengan nilai FHitung kolom – baris (interaksi) lebih besar dari Ftabel.  Fhitung =  10,39 > Ftabel = 4,00 pada taraf signifikansi 5%. Dengan demikian semakin baik model pembelajaran yang digunakan dalam pembelajaran, maka semakin tinggi hasil belajar siswa dalam pembelajaran pendidikan agama Islam, atau  semakin tinggi komunikasi interpersonal siswa dengan model Jigsaw, maka semakin tinggi hasil belajar yang diperoleh siswa interaksi antara model pembelajaran dan komunikasi interpersonal akan memberikan dampak positif dalam hasil belajar. Kata Kunci: model pembelajaran, komunikasi interpersonal dan hasil belajar pendidikan agama islam.Abstract: This study aims to determine: Is the result of learning Islamic religious education students using jigsaw model is higher than the result of learning Islamic education using make and match model Based on interactive media, Is the result of learning Islamic religious education students who have High interpersional communication is higher than the result of learning of Islamic education which has low interpersional communication, is there any interaction between model of learning and  interpersonal communication to result of learning of Islam religion student. This research was conducted on Elementary School. The sampling technique was used with Cluster Random Sampling based on each of 30 for the first experimental class and 30 for the second experimental group. The research method used is quasi experiment with factorial 2 x 2. Analytical technique used is a two-lane variance analyst with a significant level α = 5% with F test, further testing using Sccheffe Test. The result showed that : the learning result of the Islamic Religious Education students who were given the Jigsaw learning model is higher than the learning model of Make and Match with Fcount> Ftable value. With value Fcount 12.94 > Ftable 4.00, the result of learning Islamic religious education students who have high Interpersonal Communication is higher than student learning outcomes that have low interpersonal communication with the value Fcount = 11.86> Ftable = 4.00, (3) there is interaction between Learning Model and interpersonal communication in influencing the result of learning of Islamic education with the value of Fcount column - the interaction is bigger than Ftable (Fcount = 1.39> Ftable = 4.00) at significance level 5% . There is the better the learning model used in learning, the higher the learning outcomes of students in learning Islamic religious education, or the higher interpersonal student communication with Jigsaw model, the higher the learning outcomes obtained by students interaction between learning models and interpersonal communication will provide Positive impact in learning outcomes. Keywords: learning model, interpersonal communication and learning outcomes islamic religious education.
PENGEMBANGAN MODUL BERBASIS EXPERIENTIAL LEARNING PADA MATAKULIAH PERENCANAAN PEMBELAJARAN AKUNTANSI Effi Aswita Lubis; Efendi Napitupulu; Eko Wahyu Nugrahadi
JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN Vol 7, No 2 (2020): Desember - Jurnal Teknologi Informasi dan Komunikasi dalam Pendidikan
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.033 KB) | DOI: 10.24114/jtikp.v7i2.23242

Abstract

Abstrak: Penelitian ini bertujuan: (1) mengetahui kelayakan modul berbasis Experiential Learning pada matakuliah Perencanaan Pembelajaran Akuntansi; (2) mengetahui keefektifan modul  berbasis Experiential Learning matakuliah Perencanaan Pembelajaran Akuntansi. Hasil penelitian menunjukkan: Kualitas pelaksanaan pembelajaran pada uji coba terbatas sangat baik dan layak digunakan dalam proses pembelajaran perencanaan pembelajaran akuntansi. Penilaian mahasiswa terhadap Pelaksanaan Pembelajaran menggunakan modul melalui Uji Coba Terbatas layak digunakan dalam proses perencanaan pembelajaran akuntansi. Rata-rata hasil belajar perencanaan pembelajaran pendidikan akuntasi mahasiswa menunjukkan bahwa ada perbedaan yang signifikasi, bahwa yang dibelajarkan dengan menggunakan modul Pembelajaran berbasis Eksperimen Kolb Berbasis lebih tinggi pada hasil pretes, postes dari pada dengan konvensional. Hal ini menunjukkan bahwa model pembelajaran yang dikembangkan mampu meningkatkan hasil belajar mahasiswa dalam pembelajaran perencanaan pembelajaran akuntansi. Kata Kunci: modul, experiential learning, perencanaan pembelajaran akuntansi Abstract: This study aims: (1) to determine the feasibility of a module based on Experiential Learning in Accounting Learning Planning subject; (2) to determine the effectiveness of the Experiential Learning-based module in the Accounting Learning Planning course. The results showed: The quality of the implementation of learning in limited trials is very good and feasible to be used in the learning process of accounting learning planning. Student assessment of the Learning Implementation using modules through Limited Trials is feasible to be used in the accounting learning planning process. The average learning outcomes of students' accounting education learning planning shows that there are significant differences, that what is learned using the Kolb Experiment-based Learning module is higher in the results of the pretest, posttest than conventional. This shows that the learning model developed is able to improve student learning outcomes in accounting learning planning. Keywords: modules, experiential learning, accounting learning planning
PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BELAJAR MAHASISWA TERHADAP HASIL BELAJAR MATA KULIAH PROSES PRODUKSI PADA PROGRAM STUDI TEKNIK MESIN FAKULTAS TEKNIK UNIVERSITAS DARMA AGUNG MEDAN Hodmiantua Sitanggang; Efendi Napitupulu; Sofyan Matondang
JURNAL PROINTEGRITA Vol 5 No 3 (2021): DESEMBER
Publisher : JURNAL PROINTEGRITA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (407.151 KB) | DOI: 10.46930/jurnalprointegrita.v5i3.789

Abstract

This research aims at analyzing the influence of learning strategy and motivation to learn students on the outcome of the production process in mechanical engineering study program of Darma Agung University of Medan. The research method used is a double linear regression analysis, with a sample number of 59 respondents. Research instruments are tested with validity tests and reliability tests. Test prerequisite analysis is done by normality test, multicolinearity test and heteroskedaticity test. The hypothesis test is performed with a partial test (t-test), simultaneous test (F-test) and a coefficient of determination test (R2 test). Analysis results obtained multiple linear regression equations Y = 16.168 + 1.366 (X1) + 0.454 (X2). Based on the hypothesis test acquired results: Learning strategy is positively and significantly influential about the outcome of the production process course; Motivation to learn positive and significant effect on learning outcomes of production process and learning strategy and learning motivation simultaneously positively and significantly affect the results of learning course production process. In order to improve student learning outcomes in the production process, the lecturers should be able to improve the learning strategy and learning motivation for the students taking the course.
PENGARUH KEPEMIMPINAN KEPALA SEKOLAH, MOTIVASI KERJA, PROFESIONALISME GURU TERHADAP PRESTASI PESERTA DIDIK DI SMA SWASTA BINTANG TIMUR RANTAUPRAPAT Mareta Lucia Simanjuntak; Efendi Napitupulu; Sahala Siallagan
JURNAL PROINTEGRITA Vol 6 No 1 (2022): APRIL
Publisher : JURNAL PROINTEGRITA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (579.558 KB) | DOI: 10.46930/jurnalprointegrita.v6i1.1501

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana Pengaruh Kepemimpinan Kepala Sekolah, Motivasi Kerja, Profesionalisme Guru Terhadap Prestasi Peserta Didik Di SMA Swasta Bintang Timur Rantauprapat. Metode penelitian yang digunakan adalah metode data kuantitatif Penelitian kualitatif sebagai human instrument, berfungsi menetapkan fokus penelitian, memilih informan seabgai sumber data, menilai kualitas data, analisis data, menafsirkan data dan membuat kesimpulan atas temuannya. Tujuan penelitian ini untuk menganalisis pengaruh Pengaruh Kepemimpinan Kepala Sekolah, Motivasi Kerja, Profesionalisme Guru Terhadap Prestasi Peserta Didik Di SMA Swasta Bintang Timur Rantauprapat. Hasil penelitian dengan uji t (parsial) ini menunjukkan bahwa variabel Kepemimpinan Kepala Sekolah (X1) Berpengaruh terhadap variabel Prestasi Peserta Didik (Y), kemudian Motivasi Kerja (X2) Berpengaruh tidak signifikan terhadap Prestasi Peserta Didik (Y), kemudian Profesionalisme Guru (X3) Berpengaruh tidak signifikan terhadap Prestasi Peserta Didik (Y) dan hasil pengujian uji f (simultan) menunjukkan bahwasannya Kepemimpinan Kepala Sekolah (X1) Motivasi Kerja (X2) dan Profesionalisme Guru (X3) berpengaruh secara simultan terhadap Kinerja Kepala Sekolah (Y).
HUBUNGAN BUDAYA ORGANISASI, MOTIVASI KERJA DAN IMBALAN DENGAN KOMITMEN ORGANISASI KEPALA SMP NEGERI KOTA MEDAN Edi Makmur Purba; Efendi Napitupulu; Sahala Siallagan
JURNAL PROINTEGRITA Vol 5 No 3 (2021): DESEMBER
Publisher : JURNAL PROINTEGRITA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (588.478 KB) | DOI: 10.46930/jurnalprointegrita.v5i3.791

Abstract

Lack of teacher commitment is indicated by the results of monitoring and evaluation (monev) of the Section Head and the Education Sector Team of the Medan City Education Office, which show that there are still many teachers who do not meet 6.25 hours per day of work. This study aims at finding the relationship between organizational culture, work motivation and rewards partially and simultaneously with the organizational commitment of the Head of the Medan City Junior High School. The population of this research is 45 people. A census sample is used to determine the number of samples and total amount of sample is 45 people. Data collection techniques in this study are questionnaires, interviews and documentation studies while the data analysis technique used is the classical assumption test, correlation analysis, partial test, simultaneous test and the coefficient of determination. The results show that the organizational culture variable had a positive and significant relationship with the organizational commitment of the Head of the Medan City Junior High School. The better the school organizational culture, the better the organizational commitment of the school principal. The work motivation variable has a positive and significant relationship with the organizational commitment of the Head of the Medan City Junior High School. The better the work motivation, the better the school principal's organizational commitment will be. Employee benefits variable has a positive and significant relationship with the organizational commitment of the Head of the Medan City Junior High School. The better the employee benefits, the better the school principal's organizational commitment will be. The variables of organizational culture, work motivation, and employee benefits simultaneously have a significant relationship with the organizational commitment of the Head of Medan City Junior High School, with an Fcount of 89.900> F table of 3.156, so a decision is made, H0 is rejected and Ha is accepted. As much as 85.20% of the variation in organizational commitment can be explained by organizational culture, work motivation, and rewards, while the remaining 14.80% is explained by other factors, such as variables of work facilities and leadership. It is recommended that school principals need to carry out their responsibilities with full awareness without any compulsion, while the government through the education office needs to provide broad opportunities for school principals to make policies related to schools. Principals need to be given opportunities to develop abilities through education and training, and principals who excel need to be given more appropriate rewards. The principal needs to be given an income by considering the overall work as a school principal, so that the overall income received is more satisfying for the principal. Further research is needed by other researchers using more independent variables to see the relationship with the principal's commitment.
PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF DAN KEPERCAYAAN DIRI TERHADAP HASIL BELAJAR IPA SISWA KELAS IV SD Ahmad Sabar; Efendi Napitupulu; Sri Listyarini
Jurnal Teknologi Pendidikan (JTP) Vol 15, No 2 (2022): Oktober - Jurnal Teknologi Pendidikan
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jtp.v15i2.39123

Abstract

Abstrak: Proses pembelajaran yang dilakukan guru masih belum mampu mengaktifkan siswa secara optimal dalam belajar. Penelitian bertujuan untuk menganalisis pengaruh: (1) strategi pembelajaran kooperatif terhadap hasil belajar siswa, (2) kepercayaan diri terhadap hasil belajar siswa, dan (3) interaksi strategi pembelajaran dan kepercayaan diri terhadap hasil belajar IPA siswa. Sampel penelitian sebanyak 2 kelas. Intrumen penelitian berupa angket dan tes hasil belajar IPA yang telah memenuhi kriteria valid dan reliabel. Data dianalisis menggunakan teknik ANAVA dua jalur dengan desain faktorial 2×2. Hasil penelitian menunjukkkan: hasil belajar siswa yang diajarkan pembelajaran kooperatif tipe group investigation (77,14) lebih tinggi dibandingkan yang diajarkan tipe picture and picture (70,27); hasil belajar siswa dengan kepercayaan diri tinggi (77,08) lebih tinggi dibandingkan siswa dengan kepercayaan diri rendah (70,75); dan tidak terdapat interaksi strategi pembelajaran kooperatif dan tingkat kepercayaan diri. Kesimpulan penelitian: (1) terdapat pengaruh strategi pembelajaran kooperatif terhadap hasil belajar siswa, (2) terdapat pengaruh kepercayaan diri terhadap hasil belajar siswa, dan (3) tidak terdapat interaksi antara strategi pembelajaran kooperatif dan kepercayaan diri terhadap hasil belajar IPA siswa.Kata kunci: group investigation, picture and picture, hasil belajar IPAAbstract: The learning process carried out by the teacher is still not able to activate students optimally in learning. The research aims to analyze the effect of: (1) cooperative learning strategies on student learning outcomes, (2) confidence in student learning outcomes, and (3) the interaction of learning strategies and self-confidence on students' science learning outcomes. The research sample was 2 classes. Research instruments in the form of questionnaires and tests of science learning outcomes that have met the valid and reliable criteria. Data were analyzed using two-way ANOVA technique with a 2×2 factorial design. The results showed: the learning outcomes of students who were taught cooperative learning with the group investigation type (77.14) were higher than those taught by the picture and picture type (70.27); student learning outcomes with high self-confidence (77.08) are higher than students with low self-confidence (70.75); and there is no interaction between cooperative learning strategies and the level of self-confidence. Research conclusions: (1) there is an effect of cooperative learning strategies on student learning outcomes, (2) there is an effect of self-confidence on student learning outcomes, and (3) there is no interaction between cooperative learning strategies and self-confidence on students' science learning outcomes. Keywords: group investigation, picture and picture, science learning outcomes
PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KETERAMPILAN PROSES SAINS DAN KEMAMPUAN KOGNITIF SISWA PADA PELAJARAN IPA KELAS V SD Elfiana Lubis; Efendi Napitupulu; Ucu Rahayu
Jurnal Teknologi Pendidikan (JTP) Vol 16, No 1 (2023): April - Jurnal Teknologi Pendidikan
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jtp.v16i1.44819

Abstract

Abstrak: Penelitian bertujuan untuk mengetahui peningkatan keterampilan proses sains dan pengetahuan kognitif siswa menggunakan model pembelajaran inkuiri terbimbing, mengetahui peningkatan keterampilan proses sains dan pengetahuan kognitif siswa menggunakan pembelajaran ekspositori, mengetahui pengaruh keterampilan proses sains menggunakan model pembelajaran inkuiri terbimbing lebih baik dibandingkan pembelajaran ekspositori, mengetahui pengaruh kemampuan kognitif siswa menggunakan model pembelajaran inkuiri terbimbing lebih baik dibandingkan pembelajaran ceramah pada mata pelajaran IPA siswa kelas V SD. Sampel ditetapkan sebanyak 60 orang  terdiri dari 2 (dua) kelas.  Desain penelitian eksperimen. Hasil penelitian dikemukakan bahwa terdapat peningkatan keterampilan proses sains siswa menggunakan model pembelajaran inkuiri terbimbing dan ekspositori. Terdapat peningkatan kemampuan kognitif siswa menggunakan model inkuiri terbimbing dan ekspositori yaitu pada kelas inkuri terbimbing hasil pretes kemampuan kognitif diperoleh skor rata-rata sebesar 62,79 dan penilaian postes kemampuan kognitif diperoleh skor rata-rata sebesar 76,50. Pada kelas ekspositori yaitu penilaian pretes kemampuan kognitif diperoleh skor rata-rata sebesar 59,67 dan penilaian postes kemampuan kognitif diperoleh skor rata-rata sebesar 69,10.  Terdapat perbedaan kemampuan proses sains menggunakan model inkuiri terbimbing dengan eksposiotri. Berdasarkan uji beda keterampilan proses sains setelah pelaksanaan pembelajaran pada masing-masing kelas menunjukkan bahwa kedua data keterampilan proses sains siswa mempunyai nilai thitung(4,426)>ttabel(1,671) dan sig.2-tailed (0,000)<α=0,05. Terdapat perbedaan kemampuan kognitif siswa menggunakan model inkuiri terbimbing dengan eksposiotri. Berdasarkan uji beda kemampuan kognitif setelah pelaksanaan pembelajaran pada masing-masing kelas menunjukkan bahwa  kedua data kemampuan awal kognitif siswa mempunyai nilai thitung(2,844)>ttabel(1,671) dan sig.2-tailed (0,006)<α=0,05. Kata Kunci: model inkuiri terbimbing, keterampilan proses sains, kognitif siswa                                                                                      Abstract: The research aims to determine the increase in science process skills and cognitive knowledge of students using the guided inquiry learning model, to determine the increase in students' science process skills and cognitive knowledge using expository learning, to determine the effect of science process skills using the guided inquiry learning model better than expository learning, to know the influence of students' cognitive abilities using the guided inquiry learning model is better than lecture learning in the science subject of fifth grade elementary school students. The sample was determined as many as 60 people consisting of 2 (two) classes. Experimental research design. The results of the study stated that there was an increase in students' science process skills using guided inquiry and expository learning models. There was an increase in students' cognitive abilities using the guided inquiry and expository models, namely in the guided inquiry class the results of the cognitive ability pretest obtained an average score of 62.79 and the posttest assessment of cognitive abilities obtained an average score of 76.50. In the expository class, namely the pre-test assessment of cognitive abilities, an average score of 59.67 was obtained and the post-test assessment of cognitive abilities obtained an average score of 69.10. There are differences in the ability of the science process to use the guided inquiry model with expository. Based on the different tests of science process skills after the implementation of learning in each class, it shows that both data on students' science process skills have values tcount(4.426)> ttable(1.671) and sig.2-tailed (0.000)<α=0.05. There are differences in students' cognitive abilities using the guided inquiry model with expository. Based on different tests of cognitive abilities after the implementation of learning in each class shows that both data on students' initial cognitive abilities have values tcount(2.844)> ttable(1.671) and sig.2-tailed (0.006)<α=0.05.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION MENGGUNAKAN MIND MAP DAN MINAT BELAJAR TERHADAP HASIL BELAJAR IPA SD Chairia Ulfa Siagian; Efendi Napitupulu; Ucu Rahayu
Jurnal Teknologi Pendidikan (JTP) Vol 16, No 1 (2023): April - Jurnal Teknologi Pendidikan
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jtp.v16i1.44820

Abstract

Abstrak: Penelitian ini bertujuan untuk menganalisis hasil belajar siswa yang memiliki minat belajar rendah dan minat belajar tinggi serta interaksi antara model pembelajaran dengan tingkat minat belajar siswa dalam mempengaruhi hasil belajar IPA siswa yang di ajarkan dengan model pembelajaran kooperatif tipe group invrestigation menggunakan Mind Map dan pembelajaran group investigasi concept map .Penelitian ini merupakan penelitian quasi eksperimen.Populasi penelitian ini adalah seluruh siswa kelas V semester ganjil SDN Sei kamah II Tahun pelajaran 2021/2022 yang terdiri dari 4 kelas berjumlah 120 orang. Pengambilan sampel dilakukan dengan cara cluster random sampling .Instrumen yang digunakan terdiri dari tes hasil belajar dan lembar observasi minat belajar siswa.Data dalam penelitian ini di analisis dengan menggunakan ANAVA dua jalur. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar IPA antara siswa yang memiliki minat belajar rendah dan minat belajar tinggi yang menggunakan model pembelajaran kooperatif tipe group invrestigation menggunakan Mind Map di bandingkan dengan siswa yang menggunakan model pembelajaran group investigasi concept map  dan terdapat interaksi antara model pembelajaran kooperatif tipe group invrestigation menggunakan Mind Map dan tingkat minat belajar dalam mempengaruhi hasil belajar siswa. Kata Kunci : Group Investigation, Mind Map, minat belajar, hasil belajar Abstrak: This study aims to identify the learning outcomes of students who have low learning interest and high learning interest as well as the interaction between learning models and students' interest levels in influencing students' science learning outcomes who are taught with Group Investigation type cooperative learning models using Mind Maps and concept mapping learning. This research is a quasi-experimental research. The population of this research is all students of class V odd semester of Sei Kamah II Elementary School in the academic year 2021/2022 which consists of 4 classes totaling 120 people. Sampling was done by cluster random sampling. The instruments used consisted of learning outcomes tests and student learning interest observation sheets. The data in this study were analyzed using two-way ANAVA. The results showed that there were differences in science learning outcomes between students who had low interest in learning and high interest in learning who used the Group Investigation cooperative learning model using a Mind Map compared to students who used the concept mapping  learning model and there was an interaction between the Group Investigation learning model using a Mind Map. and the level of interest in learning in influencing student learning outcomes. Keyword: Group Investigation, Mind Map, Interest, and Learning Outcomes.
PENGARUH PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK DAN MOTIVASI BELAJAR TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA KELAS V SD Antonius Situmorang; Efendi Napitupulu; Endang Wahyuningrum
Jurnal Teknologi Pendidikan (JTP) Vol 16, No 1 (2023): April - Jurnal Teknologi Pendidikan
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jtp.v16i1.44816

Abstract

Abstrak: Kemampuan berpikir kreatif merupakan salah satu kemampuan yang perlu dimiliki siswa dalam pembelajaran matematika, tidak terkecuali siswa tingkat SD. Penelitian ini bertujuan untuk menganalisis: (1) pengaruh pendekatan pembelajaran matematika realistik (PMR) terhadap kemampuan berpikir kreatif matematika siswa, (2) pengaruh motivasi belajar terhadap kemampuan berpikir kreatif matematika siswa, dan (3) interaksi antara pendekatan PMR dan motivasi belajar terhadap kemampuan berpikir kreatif matematika siswa. Sampel penelitian sebanyak 2 kelas. Data dianalisis dengan teknik ANAVA dua jalur dengan desain faktorial 2×2. Keseimpulan penelitian: (1) terdapat pengaruh pendekatan PMR terhadap kemampuan berpikir kreatif matematika siswa, kemampuan berpikir kreatif matematika siswa yang diajarkan dengan pendekatan PMR lebih tinggi dibandingkan siswa yang diajarkan dengan pembelajaran ekspositori; (2) terdapat pengaruh motivasi belajar terhadap kemampuan berpikir kreatif matematika siswa, siswa yang memiliki motivasi belajar tinggi kemampuan berpikir kreatif matematikanya lebih tinggi dibandingkan siswa yang memiliki motivasi belajar rendah; dan (3) terdapat interaksi antara pendekatan PMR dan motivasi belajar terhadap kemampuan berpikir kreatif matematika siswa, kelompok siswa yang memiliki motivasi belajar tinggi lebih cocok diajarkan dengan pendekatan PMR sedangkan kelompok siswa yang memiliki motivasi belajar rendah lebih cocok jika diajarkan dengan pembelajaran ekspositori. Kata kunci: Kemampuan berpikir kreatif, PMR, Ekspositori Abstract: The ability to think creatively is one of the abilities that students need to have in learning mathematics, including elementary school students. This study aims to analyze: (1) the effect of realistic mathematics learning approach (PMR) on students' mathematical creative thinking abilities, (2) the influence of learning motivation on students' mathematical creative thinking abilities, and (3) the interaction between the PMR approach and learning motivation on students' mathematical abilities. students' mathematical creative thinking. The research sample consisted of 2 class. Data analysis used two-way ANOVA technique with 2×2 factorial design. Research conclusions: (1) there was an effect of the PMR approach on students' mathematical creative thinking skills, the mathematical creative thinking skills of students taught with the PMR approach were higher than those taught with expository learning; (2) there is an influence of learning motivation on students' mathematical creative thinking skills, students who have high learning motivation have higher mathematical creative thinking abilities than students who have low learning motivation; and (3) there is an interaction between the PMR approach and learning motivation on students' mathematical creative thinking skills, groups of students who have high learning motivation are more suitable to be taught using the PMR approach while groups of students who have low learning motivation are more suitable if taught by expository learning. Keywods: Creative Thinking Ability, PMR, Expository
HUBUNGAN ANTARA MOTIVASI BELAJAR DAN PRESEPSI PESERTA DIKLAT BASIC SAFETY TRAINING DENGAN HASIL BELAJAR TEKNIK PENYELAMATAN JIWA DI LAUT PADA AKADEMI MARITIM INDONESIA (AMI) MEDAN Yusnidah Yusnidah; Abdul Hasan Saragih; Efendi Napitupulu
Journal of Maritime and Education (JME) Vol. 1 No. 1 (2019): Article Research, Februari 2019
Publisher : Politeknik Adiguna Maritim Indonesia

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Abstract

Penelitian ini bertujuan untuk mengetahui hubungan motivasi dan persepsi peserta diklat terhadap hasil belajar Teknik Penyelamatan Jiwa di Laut, ,mengetahui hubungan antara motivasi belajar dan persepsi peserta terhadap Diklat BST secara bersama-sama dengan hasil belajar Teknik Penyelamatan Jiwa di Laut. Metode yang digunakan dalam penelitian adalah metode deskriptif dengan jenis penelitian korelasional. Populasi dalam penelitian ini adalah seluruh peserta (taruna) Diklat BST AMI Medan yang telah mengikuti kuliah Teknik Penyelamatan Jiwa di Laut semester 2 tahun akademik 2017/2018 yang berjumlah 90. Sampel penelitian ini adalah 73 orang atau 81% dari populasi yang di ambil dengan menggunakan Nomogram Harry King secara random sampling. Instrument pengumpulan data adalah tes kuesioner.Temuan penelitian ini adalah : (1) Terdapat hubungan yang positif motivasi belajar dengan hasil belajar Teknik Penyelamatan Jiwa di Laut ditunjukkan dengan koefisien korelasi sebesar 0,3621; (2). Terdapat hubungan yang positif antara persepsi peserta terhadap Diklat BST dengan hasil Teknik Penyelamatan Jiwa di Laut ditunjukkan oleh koefisien korelasi sebesar 0,4537; (3). Terdapat hubungan yang positif antara motivasi belajar dan persepsi peserta terhadap Diklat BST secara bersama-sama dengan hasil belajar Teknik Penyelamatan Jiwa di Laut, ditunjukkan oleh koefisien korelasi ganda Ry12 = 0,5435
Co-Authors Abdul Hamid K Abdul Hasan Saragih Abdul Hasan Saragih Abdul Hasan Saragih Abdul Hasan Saragih Agus Junaidi Ahmad Sabar Ajat Sudrajat Angel Susiana Sri Harningsih Angel Susiana Sri Harningsih Angelina K. Sinaga Antonius Situmorang Ardiles Lubis Arif Rahman Asih Menanti Astuty Sriwahyuni Tarigan Ayi Darmana, Ayi Berlian Juni Rosmawati Juni Rosmawati Marpaung Catur Ayu Wulandari Catur Ayu Wulandari Chairia Ulfa Siagian Dearlina Sinaga Dewi, Afrina Sari Dodi Sukmayadi Edi Makmur Purba Effi Aswita Lubis Eko Wahyu Nugrahadi Elfiana Lubis Elvi Nurhayati Selian Endang Wahyuningrum Farihah, Farihah Farihah, Farihah Fatia Fatimah Fitriani Waruwu Flora Miranti L. Tobing Hamonangan Tambunan Harahap, Sari Maulina Harun Sitompul Hasibuan, Yullya Ardiny Hero Tambunan Hodmiantua Sitanggang Hotnidawati Samosir Jamahi Saragih Jamahi Saragih, Jamahi Juhana, Juhana Julaga Situmorang K, Abdul Hamid Keysar Panjaitan Kristina Pardede Lianus Zebua Lily . Lisbeth Siagian Lisbeth Siagian, Lisbeth Listyarini, Sri Lubis, Ardiles Manatap Apentina Pakpahan Mareta Lucia Simanjuntak Mariati Mariati Marpaung, Jumaylin Br Maximus Gorky Sembiring Mikhael Sihombing Mira Sasmita Mukhar, . Munthe, Herlin Naeklan Simbolon Nasution, Haris Nursiam Nursiam Pardede, Kristina Philip Nababan Purba, Jintohidro Putu Zulvi Setiawan R Mursid R. Mursid Rina Jenni W Situmeang Ruth Melarty Simarmata S. Sugiharto Sahala Siallagan Sembiring, Maximus Gorky Septoadi, Septoadi Siallagan, Sihat Sibarani, Juli Ester Sidabutar, Reventan Ricardo Sidiq, Muhammad Robby Silaban, Erico Sinaga, Angelina K. Sinaga, Enny Keristiana Sirait, Hotmaida Rotua Suci Almalia Sudianto Panggabean Suparmin Simatupang Suryani Manurung Suryani Manurung Suryani Manurung Syahril . Syahril Syahril Tampubolon, Dayana Rebecca Teguh Prakoso Tian Abdul Aziz Ucu Rahayu Wahyu Hidayat Waruwu, Fitriani Yusnidah Zebua, Lianus