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All Journal Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Jurnal Pendidikan dan Sosial Humaniora
Isep Budiman
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Humanities Education Mathematics

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MOTIVASI DAN RESPON SISWA DALAM BELAJAR MATEMATIKA DENGAN MENGGUNAKAN MODEL PROJECK BASED LEARNING (PjBL) Sriyanti, Ika; Otisia Arinindyah; Isep Budiman; Endang Komara; Rita Sulastini; Okke Rosmaladewi
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 9 No. 2 (2024): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v9i2.19518

Abstract

ABSTRACT To improve students' motivation and response in learning mathematics, teachers must use a learning model that requires students to be active in learning activities or known as (student center). One model that requires students to be active is project-based or Project Based Learning (PjBL). This study aims to determine the motivation and response of students in Project Based Learning (PjBL). The method used in this study is a qualitative method of the Ethnography type. The instrument used in this study is a questionnaire or questionnaire, namely a questionnaire containing statements about Motivation and Response statements. The sample taken based on Simple Random Sampling, which was taken randomly with two different classes, namely class XA and XD. The approach in this study is Qualitative Ethnography research, the instrument used in this study is a questionnaire or questionnaire. The questionnaire was made differently to determine the motivation and response of students in Project Based Learning (PjBL). Data analysis used a Likert scale consisting of five answer choices, namely Strongly Disagree (STS), Disagree (TS), Neutral (N), Agree (S), and Strongly Agree (SS). Based on the results of the average Likert scale of student responses to mathematics lessons is 3.86, student responses to the Project Based Learning (PjBL) learning model are 3.40, and student responses to mathematics problems are 3.16. This shows that students give positive responses to all indicators. While the average results of the Likert scale of student motivation that shows interest in mathematics learning is 4.06, student learning motivation towards the Project Based Learning (PjBL) learning model is 4.16. This shows that students give positive motivation to all indicators. Keywords: Motivation, Response, Project Based Learning (PjBL
Peran Kepemimpinan Kolaboratif dalam Mewujudkan Visi dan Misi di Sekolah Menengah Isep Budiman; Eli Sunarsah; Ika Sriyanti; Agus Mulyanto
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 5 No. 2 (2025): Juni : Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v5i2.6199

Abstract

This research aims to analyze the role of collaborative leadership in realizing the vision and mission of high schools. Education as the main pillar of human resource development places the vision and mission of the school as a strategic guide in all educational activities. Collaborative leadership is understood as an approach that emphasizes cooperation between leaders and all team members to achieve common goals through active involvement in decision-making. This study uses a qualitative method with a case study approach at SMA Negeri 1 Pangkalan. The subjects of the study include principals, teachers, students, and parents. Data collection techniques are carried out through interviews, observations, and documentation. The results show that the application of collaborative leadership creates an environment that supports open communication and effective cooperation. Schools with collaborative leadership recorded up to 90% of vision and mission achievement, much higher than schools that did not implement this approach, which was 60%. The supporting factors are inclusive school culture, effective communication, and commitment from all stakeholders. The inhibiting factor is the lack of collaborative leadership training for principals and teachers.
Co-Authors Agus Mulyanto Eli Sunarsah Endang Komara Ika Sriyanti Okke Rosmala Dewi Otisia Arinindyah Rita Sulastini Sriyanti, Ika