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All Journal JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) Journal of Instructional and Development Researches
Muhammad Yunus
Universitas Syiah Kuala, Banda Aceh
Education Other

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Pengaruh Sikap Toleransi dan Motivasi Berprestasi Terhadap Prestasi Belajar Siswa Sekolah Menengah Atas Yuti Sartika; Muhammad Yunus; Ridayani Ridayani
Journal of Instructional and Development Researches Vol. 2 No. 6 (2022): December
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (361.333 KB) | DOI: 10.53621/jider.v2i6.155

Abstract

Penelitian ini bertujuan untuk (1) menguji hubungan sikap toleransi terhadap prestasi belajar, (2) menguji hubungan motivasi berprestasi terhadap prestasi belajar, dan (3) menguji hubungan secara simultan sikap toleransi dan motivasi berprestasi terhadap prestasi belajar. Penelitian ini menggunakan pendekatan kuantitatif, jenis penelitian korelasional, sampel berjumlah 60 siswa yang diambil dengan teknik simple random sampling. Teknik analisis data menggunakan analisis regresi linear berganda untuk melihat kenaikan satuan variabel yang memenuhi syarat konstanta, uji hipotesis regresi linear untuk melihat hubungan variabel independen terhadap variabel dependen, dan uji F dilakukan untuk melihat hubungan simultan antara variabel independen dan dependen. Hasil penelitian menunjukkan (1) hasil analisis regresi linier berganda, nilai konstanta sebesar 35,257, nilai satuan variabel sikap toleransi sebesar 0,423 dan motivasi berprestasi 0,398 yang berarti bernilai positif terhadap prestasi belajar (2) hasil uji hipotesis regresi linear, variabel sikap toleransi dengan tingkat Sig.0,037<0,05, maka Ha diterima yang berarti variabel sikap toleransi memiliki hubungan signifikan terhadap variabel prestasi belajar, variabel motivasi berprestasi dengan tingkat Sig.0,002<0,05, maka Ha diterima yang berarti variabel motivasi berprestasi memiliki hubungan signifikan terhadap variabel prestasi belajar. (3) hasil Uji F, nilai F hitung sebesar 9,527, dengan tingkat Sig.0,000<0,05, maka Ha diterima berarti variabel sikap toleransi dan motivasi berprestasi memiliki hubungan secara simultan terhadap prestasi belajar. Kesimpulan penelitian yaitu variabel sikap toleransi dan motivasi berprestasi mempunyai hubungan secara simultan terhadap variabel prestasi belajar. Saran peneliti yaitu sangat diperlukan sebuah penelitian lanjutan terhadap faktor-faktor lain yang berhubungan dengan prestasi belajar siswa, agar terciptanya rambu-rambu pengembangan pembelajaran yang utuh.
Examining the effect of the case method on critical thinking, creativity, collaboration, and communication skills among pre-service elementary teachers Intan Safiah; Muhammad Yunus; Ahadin Ahadin; Tursinawati Tursinawati
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 12 No. 2 (2025): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v12i2.a30838

Abstract

This study examined the effects of the Case Method on students’ 4C skills, critical thinking, creativity, collaboration, and communication, within the context of Indonesian pre-service elementary teacher education. A quantitative quasi-experimental approach employing a posttest-only nonequivalent group design was used. The participants consisted of 107 second-semester students enrolled in the Elementary Teacher Education Program at Syiah Kuala University, divided into an experimental group (Case Method) and a control group (conventional instruction). Data were collected through observation sheets and performance-based assessments and analyzed using descriptive statistics and one-way ANOVA. The findings revealed significant differences between the two groups in collaboration (F = 9.621, p = .003), critical thinking (F = 15.487, p < .001), communication (F = 5.764, p = .020), and creativity (F = 18.214, p < .001). Students in the Case Method group achieved higher scores in collaboration, critical thinking, and creativity, whereas communication scores were slightly higher in the conventional group. These findings suggest that the Case Method is particularly effective in fostering higher-order thinking, creativity, and collaborative competencies among pre-service teachers. The study contributes empirical evidence supporting the integration of case-based learning into teacher education programs to strengthen 21st-century skills development.
Co-Authors Ahadin Ahadin Intan Safiah Ridayani Ridayani Tursinawati Tursinawati Yuti Sartika