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Universitas Islam As-Syafi'iyah
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PENGARUH METODE PEMBELAJARAN DAN KECERDASAN INTERPERSONALTERHADAP KETERAMPILAN MEMBACA BAHASA INGGRIS Mulyadi NA; Ulfi Rahmi
Akademika Vol 6 No 01 (2017): Akademika : Jurnal Teknologi Pendidikan
Publisher : Akademika : Jurnal Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/akademika.v6i01.137

Abstract

Tujuan dari Penelitian ini adalah untuk mengetahui pengaruh metode pembelajaranterhadap keterampilan bahasa Inggris siswa, mengetahui pengaruh tingkat kecerdasaninterpersonal siswa terhadap keterampilan membaca bahasa Inggris siswa.Selanjutnya untukmengetahui pengaruh metode pembelajaran dan tingkat kecerdasan interpersonal secarabersama-sama terhadap keterampilan membaca bahasa Inggris siswa.Metode penelitian yang digunakan adalah eksperimen. Sampel berukuran 60 siswa yang terdiriatas 30 siswa kelas eksperimen dan 30 siswa kelas kontrol, dengan teknik sampling yangdigunakan yaitu cluster sampling.Pengujian hipotesis dengan uji ANOVA 2 arah.Hasil penelitianmenunjukkan :1) Terdapat pengaruh yang signifikan metode pembelajaran terhadapketerampilan membaca bahasa Inggris siswaJakarta International Islamic SecondarySchool. Hal tersebut dibuktikan dengan Sig.= 0,018< 0,05 dan nilai Fhitung = 5,964 2)Terdapat pengaruh yang signifikan tingkat kecerdasan interpersonal terhadap keterampilanmembaca bahasa Inggris siswa SMP Swasta Jakarta Selatan. Hal tersebut dibuktikandengan Sig. = 0,000 < 0,05 dan nilai Fhitung= 28,763 3) Terdapat pengaruh interaktif yangsignifikan metode pembelajaran dan kecerdasan interpersonal terhadap keterampilanmembaca bahasa Inggris siswa Jakarta International Islamic Secondary School. Haltersebut dibuktikan dengan Sig. = 0,00< 0,05danFhitung = 14,492.Upaya meningkatkanketerampilan membaca bahasa Inggris dapat dilakukan penerapannya melalui: metodepembelajaran PQRST, dan meningkatkan kecerdasan interpersonal siswa
PENGARUH PEMANFAATAN MEDIA EDMODO DAN KREATIVITAS TERHADAP HASIL BELAJAR BAHASA INGGRIS Mulyadi NA; Priyo Susilo
Akademika Vol 6 No 02 (2017): Akademika : Jurnal Teknologi Pendidikan
Publisher : Akademika : Jurnal Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/akademika.v6i02.141

Abstract

This study aims to prove that: 1) differences in English learning result he teacheswith the utilization of Edmodo media with students taught by print media. 2) the presence ofEdmodo media usage and creativity. 3) Differences in english learning outcomes of studentswho taught using Edmodo media and taught by print media ifor students who have highcraternity. 4) differences in English learning outcomes of students taught using Edmodomedia and students taught by print media for students who have low creativity. In thisexperiment we use experimental method using 2X2 factorial group design. The target of thisresearch is all officer students of police language school. The member of population consistsof 140 students each class consisting of 20 students. Based on the results of hypothesis testingand discussion, it is concluded that the learning outcomes of students using Edmodo mediaare better than the students who use print media, secondly, the existence of learning mediausage intraction and creativity toward English learning result. Third students who useEdmodo media have hight creativity than students who use print media. Fourth, studentswho use print media creativity is lower than the students using Edmodo media.
PENGARUH MODEL PEMBELAJARAN JIGSAW DAN DISIPLIN BELAJAR SISWA TERHADAP HASIL BELAJAR ILMU PENGETAHUAN SOSIAL (IPS) Edi Kurniawan; Mulyadi Na
Akademika Vol 5 No 01 (2016): Akademika : Jurnal Teknologi Pendidikan
Publisher : Akademika : Jurnal Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/akademika.v5i01.493

Abstract

This research aims to expose and test that: (1) learning social studies between studentswho use learning model Gigantic Jigsaw higher than the social studies lesson with conventionalmodels. (2) There is no effect interaction between models gigantic jigsaw discipline and learnabout the result social studies lesson. (3) There was a difference between social studies lessonusing models gigantic jigsaw higher than that conventional models for the students who havediscipline. (4) There was a difference between social studies lesson that uses a model giganticjigsaw higher than that conventional models for the students who have a discipline is low.Methods in this research uses an experiment with the designs factorial group 2 x 2. Thepopulation in research is all students in grade V SD Air Hangat Timur subdistrict in KerinciRegency Jambi Province. Target population is that the students are primary school of 111/IIIwarm water Koto Tebat sub-district East Kerinci Regency with the number of students 150students, the technique Samples this by random sampling (random simple) divided 2 classesdetermined randomly which grade class treatment and control. The formula for the validity andreliability as follows: correlation points biseral (rpbis) the equation: K-R. 20, The formulaProdak moment Pearson and the formula Alpha Cronbach.Results of research is: Get the Fhitung of 40.040 and values P of 0.000 with Ftabel of1.671 (df = 2), which means that the influence signifikan between there are learning modelGigantic Jigsaw and Discipline students' learning together - to learning social science students.Conclusion, that model of teaching Gigantic Jigsaw and discipline learning effective enough toimprove learning Social Science
Co-Authors Edi Kurniawan Priyo Susilo Ulfi Rahmi