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All Journal Cakrawala Pendidikan ADDIN Elementary: Islamic Teacher Journal FIKRAH QUALITY ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Psikohumaniora: Jurnal Penelitian Psikologi Islamic Guidance and Counseling Journal ADDIN KONSELING EDUKASI : Journal of Guidance and Counseling Fikrah: Jurnal Ilmu Aqidah dan Studi Keagamaan
Ghufron, M Nur
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Religion Arts Humanities Education Public Health Social Sciences Other

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Journal : QUALITY

 1 
PENGARUH GAYA BELAJAR MODEL DAVID KOLB TERHADAP KEMAMPUAN AFEKSI SISWA PADA MATA PELAJARAN AL-QURAN HADITS Hilmi, Mashar; Ghufron, Nur
QUALITY Vol 1, No 2 (2013): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v1i2.209

Abstract

Improving student affection abilities needs effective learningdesign. By David Kolb’s learning style models, this study aimedto determine the effect of the use of the ability of affective learningstyles of students. Data revealed by questionnaire with 75respondents at MTs Nurul Ulum Tanjunganyar. The results showedthat the use of learning styles David Kolb positive effect on students’affective skills, evidenced by Freg value 16.946 is greater than theF table for a significance level of 1% and 5% (7.00 3.97). Regression equation formed is Y = 85,825 + 0,526 X. Results showed the calculation of the coefficient of determination 0.188 or 18.8%, indicated that 18.8% of students level of affection influencedthe use of student learning styles.
PRESTASI AKADEMIK DITINJAU DARI LINGKUNGAN PEMBELAJARAN Ghufron, M.Nur
QUALITY Vol 1, No 1 (2013): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v1i1.191

Abstract

The goal of this research was to examine the relationship between Constructivist learning environments and academic achievementof Psychology among students. The hypotheses tested in thisresearch were: there were differences of academic achievementbetween students taught by constructivist learning environmentsand conventional learning environment. The instruments used inthis research were constructivist learning environments scale andconventional learning environment scale. The total of the samplewas 71 students taken from Tarbiyah Major Islamic education ofKudus State Islamic High School. Class A that used constructivistlearning environments and Class B that used conventional learningenvironments. The results of data analyses show that: there weresignificant differences between students of class A that usedconstructivist learning environments from Tarbiyah Major Islamiceducation of Kudus State Islamic High School and class B thatused conventional learning environments from Tarbiyah Major Islamic education of Kudus State Islamic High School on their academic achievement.
PRESTASI AKADEMIK DITINJAU DARI LINGKUNGAN PEMBELAJARAN M.Nur Ghufron
QUALITY Vol 1, No 1 (2013): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v1i1.191

Abstract

The goal of this research was to examine the relationship between Constructivist learning environments and academic achievementof Psychology among students. The hypotheses tested in thisresearch were: there were differences of academic achievementbetween students taught by constructivist learning environmentsand conventional learning environment. The instruments used inthis research were constructivist learning environments scale andconventional learning environment scale. The total of the samplewas 71 students taken from Tarbiyah Major Islamic education ofKudus State Islamic High School. Class A that used constructivistlearning environments and Class B that used conventional learningenvironments. The results of data analyses show that: there weresignificant differences between students of class A that usedconstructivist learning environments from Tarbiyah Major Islamiceducation of Kudus State Islamic High School and class B thatused conventional learning environments from Tarbiyah Major Islamic education of Kudus State Islamic High School on their academic achievement.
PERFORMANSI MENGAJAR GURU PAUD DITINJAU DARI TINGKAT PENDIDIKAN DAN EFIKASI MENGAJAR M. Nur Ghufron
QUALITY Vol 3, No 2 (2015): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v3i2.1906

Abstract

Two problems that were discussed in this research. The first was the effects of level education with teaching performance. The second was was the effectsof teaching efficacy with teaching performance. There were 77 subjects that participated in this research by convenience sampling. They were teacher in the primary school  in Kudus. The data were collected by using teaching performance scale and teaching efficacy scale. All data were analiyzed by regression analysis of SPSS. The result of this research showed that there was positive was effects of level education and teaching efficacy with teaching performance.ada dua permasalahan yang dibicarakan dalam penelitian ini, pertama adalah pengaruh tingkat pendidikan terhadap performansi mengajar,kedua adalah pengaruh efikasi mengajar terhadap performansi mengajar. Subjek dalam penelitian ini sebanyak 77 guru di pendidikan anak usia dini di kudus yang diambil dengan menggunakan teknikconvenience sampling. Teknik pengumpulan data yang digunakan dalam penelitian ini  dalam bentuk skala dan daftar isian. Ada dua skala yaitu skala performansi mengajar guru dan  efikasi mengajar. Data dianalisis dengan menggunakan analisis regresi. hasil penelitian menunjukkan bahwa ada tingkat pendidikan dan efikasi mengajar berpengaruhterhadap performansi mengajar guru.
Kepuasan Pembelajaran Secara Online: Apakah Gaya Belajar Mempunyai Pengaruh? M Nur Ghufron
QUALITY Vol 8, No 1 (2020): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v8i1.7508

Abstract

Penelitian ini bertujuan menguji pengaruh gaya belajar tergantung dan gaya belajar bebas mahasiswa terhadap kepuasan pembelajaran secara online. Penelitian secara kuantitatif ini melibatkan 69 mahasiswa yang melaksanakan pembelajaran secara online. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah kuesioner dalam bentuk skala. Ada tiga jenis skala yang digunakan dalam proses pengumpulan data, yaitu skala kepuasan pembelajaran secara online, gaya belajar tergantung dan gaya belajar bebas. Tehnik analisis data dengan menggunakan tehnik analisis regresi. Hasil penelitian menunjukkan bahwa,  gaya belajar bebas berpengaruh secara positif terhadap kepuasan pembelajaran secara online sebesar 0.446, p=0.000. Sementara gaya belajar tergantung berpengaruh secara negatif terhadap kepuasan pembelajarn secara online sebesar -0.647, p=0.000. Koefesien determinasi kepuasan pembelajaran secara online sebesar  (R²) = 0.496, yang bermakna bahwa 49 persen kepuasan pembelajaran secara online dapat dijelaskan atau diprediksi melalui variabel  gaya belajar, baik gaya belajar bebas maupun gaya belajar tergantung.This study aims to examine the effect of field-dependent learning styles and field independent learning styles of students on online learning satisfaction. This quantitative research involved 69 students who conducted online learning. Data collection techniques used in this study were questionnaires in the form of scales. There are three types of scales used in the data collection process, namely online learning satisfaction scales, field-dependent learning styles, and field independent learning styles. Data analysis techniques using regression analysis techniques. The results showed that the field independent learning style had a positive effect on online learning satisfaction by 0.446, p = 0.000. While field-dependent learning style negatively affected online learning satisfaction of -0,647, p = 0,000. The coefficient of determination of online learning satisfaction is (R²) = 0.496, which means that 49 percent of online learning satisfaction can be explained or predicted through learning style variables, both field independent learning styles, and field-dependent learning styles.
Co-Authors Amin Nasir Mashar Hilmi Rini Risnawita S Rini Risnawita Suminta