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All Journal Jurnal Dinamika Pendidikan JURNAL MANAJEMEN PENDIDIKAN INDONESIA Budimas : Jurnal Pengabdian Masyarakat Jurnal Penelitian Pendidikan Indonesia
Jafriansen Damanik, Jafriansen
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Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Social Sciences Other

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GAYA BELAJAR MAHASISWA YANG BEKERJA: PENELITIAN DI STKIP PURNAMA JAKARTA Damanik, Jafriansen
Jurnal Dinamika Pendidikan Vol 8 No 1 (2015): APRIL
Publisher : Jurnal Dinamika Pendidikan

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Abstract

One’s ability to absorb and master the subject matter is different from one another. Some are able to learn quickly, some other are slow. This may be caused by the learning styles and also some aspects both from within and from outside. The purpose of this study was to find out what learning styles adopted by the students of STKIP Purnama, especially those who already work in both at school and in other institutions and also to identify the factors that influence the students’ learning activities. This research method applied were observation, interview, and documentation. The results showed that learning style that is applied by students STKIP Purnama, especially those who already work, is the auditory and visual learning styles. A total of 15 respondents applying auditory learning style, while 5 respondents applying visual learning style.Keywords : learning materials, learning style
UPAYA DAN STRATEGI PEMENUHAN STANDAR NASIONAL PENDIDIKAN Damanik, Jafriansen
Jurnal Dinamika Pendidikan Vol 8 No 3 (2015): NOVEMBER
Publisher : Jurnal Dinamika Pendidikan

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Abstract

Principally, all the education institutions are obliged to implement and improve the quality assurance in order to fulfil as well as to improve education national standard. For the assurance of the education quality control, it needs to do an evaluation, accreditation and certification. In reality, there are still many schools and other education institutions which do not make a great effort to fulfill the obligation. The purpose of this study is to find out the effort and strategy which are done by schools to fulfill national education standards. This research method applied an interview and documentation. The results of this research showed that some efforts that must be done by schools and other education institution consist of the standard of the content, process, graduate outcomes, education personnel, facilities and equipment, management, funding, and education assessment. Some strategies needed to implement by schools and other national education institution in order to fulfill the education national standard are: using all the ready potent, making plan and work program needed, encourage all the schools component in order to improve their work activities, appointing quality control, improving teaching and learning tools, strengthening the schools regulations procedure, expanding work team with business industry as well as stakeholders, school committee, the control official team, and government, facilitating teachers and education administrative staff to improve their competence, evaluating each of the program conducted and documenting all the school activities held.Keywords : national education standards, effort, strategy
KETERKAITAN STANDAR PELAYANAN MINIMAL (SPM) DENGAN STANDAR NASIONAL PENDIDIKAN (SNP) Damanik, Jafriansen
JURNAL MANAJEMEN PENDIDIKAN INDONESIA Vol 8, No 1: APRIL 2016
Publisher : JURNAL MANAJEMEN PENDIDIKAN INDONESIA

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Abstract

Abstrak Banyak pihak yang mempertanyakan perlunya dua standar dalam bidang pendidikan di Indonesia, yakni Standar Pelayanan Minimal (SPM) dan Standar Nasional Pendidikan (SNP). Tulisan ini dimaksudkan untuk membahas keterkaitan antara SPM dengan SNP, melalui peraturan dan program yang terkait. Dalam peraturan disebutkan bahwa pemenuhan SPM merupakan syarat awal pemenuhan SNP. Terkait dengan instrumen akreditasi sebagai alat ukur pemenuhan SNP, ternyata seluruh indikator SPM Dikdas oleh satuan pendidikan terdapat juga dalam instrumen akreditasi. Beberapa indikator SPM oleh pemerintah kabupaten/kota juga relevan dengan instrumen akreditasi. Perbedaannya terletak cara penilaian atau pengukuran pemenuhan standar. Instrumen SPM menggunakan penilaian absolut atau mutlak, sementara instrumen akreditasi menggunakan skala interval. Hal ini menyebabkan adanya sekolah yang terakreditasi tetapi belum memenuhi SPM. Pada dasarnya SPM dan SNP sangat terkait, karena keduanya merupakan ukuran mutu sekolah/madrasah. SPM diupayakan pemenuhannya terutama oleh pemerintah daerah, untuk selanjutnya ditingkatkan hingga memenuhi bahkan melampaui SNP. SPM maupun SNP harus diupayakan pemenuhannya secara bertahap, sebagai tanggungjawab bersama satuan pendidikan, lembaga penyelenggara pendidikan swasta, pemerintah daerah dan pemerintah pusat.Kata kunci: standar pelayanan minimal, standar nasional pendidikan, keterkaitan.
Exploring student learning outcomes in physics learning using a problem-based learning model with a differentiated learning approach Damanik, Jafriansen; Nabilla, Novita; Sani, Ridwan Abdullah
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243846

Abstract

This study aims to determine differences in student learning outcomes in physics lessons by applying a problem-based learning (PBL) model that uses a differentiated learning approach compared to conventional learning. This research uses quasi-experimental methods in the form of a two-group pretest-posttest design. This study used a sample of 40 students from 2 classes of XI PMIPA: 20 students for the control class and 20 for the experimental class. Research data consists of student learning outcomes using descriptive and comparative analysis supported by test requirements analysis that includes normality, homogeneity, and N-Gain. The results indicated that student learning outcomes score higher with the PBL model using a differentiated learning approach than the conventional learning model. The difference in scores between the two is significant. It means that implementing the PBL model based on a differentiated learning approach can improve student learning outcomes. Thus, this research suggests that the PBL model uses a differentiated learning approach that can be relied upon to improve student learning outcomes, so teachers need to use the PBL model more intensively based on a differentiated learning approach to encourage increased student learning outcomes in physics.
KOMPETENSI GURU BERBASIS KEPRIBADIAN PROAKTIF DAN KETERAMPILAN SOSIAL Widodo, Widodo; Permana, Rahayu; Damanik, Jafriansen
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol. 7 No. 3 (2025): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/budimas.v7i3.18267

Abstract

Abstrak Kepribadian proaktif dan keterampilan sosial sangat penting untuk membangun kompetensi profesional guru, terutama kompetensi kepribadian dan sosial. Karena itu, artikel ini bertujuan mengungkap efektivitas kegiatan workshop membangun kepribadian proaktif dan keterampilan sosial guru dalam rangka meningkatkan kompetensi guru, terutama kompetensi kepribadian dan sosial. Kegiatan melibatkan partisipan 21 guru. Untuk mengukur efektivitas kegiatan digunakan kuesioner kepribadian proaktif dan keterampilan sosial yang diberikan sebelum pelaksanaan dan tiga bulan setelah pelaksanaan kegiatan workshop. Data yang diperoleh dianalisis dengan menggunakan statistik deskriptif dan komparatif. Hasilnya menunjukkan bahwa workshop kepribadian proaktif dan keterampilan sosial cukup efektif meningkatkan kompetensi guru, khususnya kompetensi kepribadian dan sosial. Temuan ini bukan sekedar memperkaya studi sebelumnya tetapi juga memberikan insight perlunya penguatan kompetensi kepribadian dan sosial guru melalui kegiatan workshop kepribadian proaktif dan keterampilan sosial, terutama untuk meningkatkan kompetensi kepribadian dan sosial guru. Kata kunci: Kepribadian proaktif, keterampilan sosial, kompetensi kepribadian, kompetensi sosial, guru. Abstract A proactive personality and social skills are crucial to develop theachers’ professional competence, primarily personality and social competence. Therefore, this article aims to explore the effectiveness of a workshop on developing a proactive personality and social skills in improving teachers' personal and social competence. The workshop involved 21 teachers. A proactive personality and social skills questionnaire was administered before and three months after the workshop to measure effectiveness. The data obtained were analyzed using descriptive and comparative statistics. The results indicate that the proactive personality and social skills workshop improved teachers' personal and social competence. These findings complement previous studies and provide insight into the need to strengthen teachers' personal and social competence through proactive personality and social skills workshops, particularly to improve teachers' personal and social competence. Keywords: Proactive personality, social skills, personal competence, social competence, teachers.
Exploring student learning outcomes in physics learning using a problem-based learning model with a differentiated learning approach Damanik, Jafriansen; Nabilla, Novita; Sani, Ridwan Abdullah
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243846

Abstract

This study aims to determine differences in student learning outcomes in physics lessons by applying a problem-based learning (PBL) model that uses a differentiated learning approach compared to conventional learning. This research uses quasi-experimental methods in the form of a two-group pretest-posttest design. This study used a sample of 40 students from 2 classes of XI PMIPA: 20 students for the control class and 20 for the experimental class. Research data consists of student learning outcomes using descriptive and comparative analysis supported by test requirements analysis that includes normality, homogeneity, and N-Gain. The results indicated that student learning outcomes score higher with the PBL model using a differentiated learning approach than the conventional learning model. The difference in scores between the two is significant. It means that implementing the PBL model based on a differentiated learning approach can improve student learning outcomes. Thus, this research suggests that the PBL model uses a differentiated learning approach that can be relied upon to improve student learning outcomes, so teachers need to use the PBL model more intensively based on a differentiated learning approach to encourage increased student learning outcomes in physics.
Co-Authors Nabilla, Novita Novita Nabilla Rahayu Permana Ridwan Abdullah Sani Widodo Widodo