Jurnal Manajemen Pendidikan
Jurnal Manajemen Pendidikan mempublikasikan hasil penelitian di bidang pendidikan: Penelitian tindakan sekolah, Penelitian tindakan kelas, Proses pembelajaran, Evaluasi Pembelajaran. Jurnal Manajemen Pendidikan ini terbit 3 periode dalam 1 tahun yaitu Bulan April, Agustus, Desember.
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<![CDATA[PENINGKATAN HASIL BELAJAR TEMA 5 MUATAN MATEMATIKA MELALUI MODEL PEMBELAJARAN INSTANT ASSESMENT DENGAN MEDIA CHOOSE NUMBER DI KELAS I SDN 01 TALAWI MUDIK ]]>
<![CDATA[Mudrianis Mudrianis]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 5, No 1 (2020): JURNAL MANAJEMEN PENDIDIKAN ]]>
Publisher : <![CDATA[STKIP Pesisir Selatan ]]>
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DOI: 10.34125/mp.v5i1.553
<![CDATA[Based on the learning outcomes of Class I students of SDN 01 Talawi Mudik Theme 5 Mathematics Content it was found that the learning outcomes of Theme 5 Mathematics Content students were still incomplete. The purpose of this study was to describe and obtain information about improving student learning outcomes Theme 5 Mathematics content through the Learning Model Instant Assessment with Media Choose Number in Class I SDN 01 Talawi Mudik. This research is a Classroom Action Research. Research procedures in this study include planning, action, observation and reflection. This research consisted of two cycles with four meetings. The research subjects consisted of 30 students of Class I SDN 01 Talawi Mudik. Research data were collected using a test sheet. Data were analyzed using percentages. Based on the results of research and discussion that has been presented, it can be concluded that the learning model of Instant Assessment Learning Model with the media choose number can improve student learning outcomes Theme 5 Mathematics content in Class I SDN 01 Talawi Mudik. Student learning outcomes in the first cycle was 67.67% increased to 78.67 with an increase of 11%.]]>
<![CDATA[PENDIDIKAN ANAK BINA KELUARGA REMAJA (BKR) DI KAMPUNG KB TANAH OMBAK KELURAHAN PURUS KECAMATAN PADANG BARAT KOTA PADANG ]]>
<![CDATA[Riri Lestari]]>;
<![CDATA[Alexander Syam]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 5, No 1 (2020): JURNAL MANAJEMEN PENDIDIKAN ]]>
Publisher : <![CDATA[STKIP Pesisir Selatan ]]>
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DOI: 10.34125/mp.v5i1.558
<![CDATA[BKR policy is to form and develop BKR, improve BKR quality, increase commitment with stakeholders and partners in BKR management, improve BKR services that are integrated with PIK RM activities and provision and improvement of HR competencies. Meanwhile, the strategy taken is to carry out advocacy on the growth and development of BKR, promote and socialize BKR, provide budget support for BKR's work both from APBN, APBD funds and from other funding sources, carry out training and orientation for HR BKR managers and develop substance materials. BKR is in accordance with the needs of teenage families. The operational strategies for BKR are: (1) BKR groups synergize with PIK KRR, (2) so that parents encourage their teenagers to participate in PIK KRR activities, (3) Form as many BKRs as possible so that each village can make a pilot. The establishment of BKR in the Kampung KB Tanah Ombak village was commemorated by the formation of the KB Village in 2015, in Kampung KB Tanah Ombak had 1 reading garden Tanah Ombak which existed before the formation of Kampung KB. Manager of Youth Family Development (BKR) Tanah Ombak activities.]]>
<![CDATA[PENINGKATAN KEMAMPUAN PEGAWAI PERPUSTAKAAN DALAM MELAKSANAKAN PELAYANAN TEKNIS MELALUI MODEL PEMBINAAN CLCK (CONTOH, LATIHAN, CONTROL, KERJA MANDIRI) DISMAN 2 LUHAK NAN ]]>
<![CDATA[Kusuma Winanto]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 5, No 1 (2020): JURNAL MANAJEMEN PENDIDIKAN ]]>
Publisher : <![CDATA[STKIP Pesisir Selatan ]]>
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DOI: 10.34125/mp.v5i1.549
<![CDATA[Based on observations and supervision conducted by the author, it shows that library staff at SMAN 2 Luhak Nan Duo do not have good skills and abilities in library management activities especially in terms of technical services. The purpose of this study was to describe and obtain information about efforts to improve the ability of library staff in carrying out technical services through the CLCK development model (Example, Training, Control, Independent Work) at SMAN 2 Luhak Nan Duo.This research is a school action research. Research procedures in this study include planning, action, observation and reflection. This research consisted of two cycles with four meetings. The research subjects consisted of 2 library employees at SMAN 2 Luhak Nan Duo. Research data were collected using observation sheets. Data were analyzed using averages.The results showed that the implementation of CLCK training (Example, Exercise, Control, Independent Work) could improve the ability of teachers to carry out technical services. This is evidenced based on preliminary data on the ability of employees before the implementation of the CLCK program, the average ability of employees is still in the poor category. Then after developing the CLCK model, the ability of employees increased to 79.28 (good) in the first cycle and after that increased in the second cycle to 88.7 (very good).]]>
<![CDATA[PENGARUH IKLIM KERJA, GAYA KEPEMIMPINAN DAN KEPUASAN KERJA TERHADAP SEMANGAT KERJA PEGAWAI SEKRETARIAT DAERAH KOTA SOLOK ]]>
<![CDATA[Hane Johan]]>;
<![CDATA[Haderah Haderah]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 5, No 1 (2020): JURNAL MANAJEMEN PENDIDIKAN ]]>
Publisher : <![CDATA[STKIP Pesisir Selatan ]]>
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DOI: 10.34125/mp.v5i1.554
<![CDATA[This study aims to determine: 1) The influence of work climate on job satisfaction of Solok City Regional Secretariat employees, 2) The influence of leadership style on job satisfaction of Solok City Regional Secretariat employees 3) The influence of work climate on employee morale of Solok City Secretariat employees, 4) Effect leadership style on the work spirit of Solok City Regional Secretariat employees, and 5) The effect of job satisfaction on the work spirit of Solok City Regional Secretariat employees.The results of the study revealed that there is a direct influence of Work Climate on job satisfaction of employees of the Solok City Regional Secretariat which consists of the direct influence of Work Climate on satisfaction, the indirect effect of Work Climate on employee job satisfaction through work morale, indirect effect of Work Climate on employee job satisfaction through the Leadership Style. Leadership Style on job satisfaction of Solok City Regional Secretariat employees, which consists of the direct influence of Leadership Style on job satisfaction, and indirect influence of Leadership Style on job satisfaction of Solok City Secretariat employees.the direct influence of the Leadership Style on job satisfaction. The results are greater when compared to the direct effect of Work Climate on employee job satisfaction. the direct influence of work morale variables on job satisfaction of Solok City Secretariat employees.]]>
<![CDATA[PENINGKATAN KEMAMPUAN GURU DALAM MENYUSUN PROPOSAL PENELITIAN TINDAKAN KELAS MELALUI MODEL PEMBINAAN CLCK (CONTOH, LATIHAN, CONTROL, KERJA MANDIRI) BERBASIS PENDAMPINGAN INTENSIF DI SMKN 1 PASAMAN ]]>
<![CDATA[EDI SUPANRI]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 5, No 1 (2020): JURNAL MANAJEMEN PENDIDIKAN ]]>
Publisher : <![CDATA[STKIP Pesisir Selatan ]]>
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DOI: 10.34125/mp.v5i1.550
<![CDATA[Based on observations of the competencies of teachers at Pasaman 1 Vocational School in preparing Classroom Action Research Proposals, it was found that the teacher's ability to compile classroom action research was still low. The purpose of this study is to describe and obtain information about improving the ability of teachers in preparing Class Action Research Proposals through the CLCK development model (Example, Exercise, Control, Independent Work) Based on Intensive Assistance Based at SMK 1 Pasaman. This research is a school action research. Research procedures in this study include planning, action, observation and reflection. This research consisted of two cycles with four meetings. The research subjects consisted of 5 teachers of Pasaman 1 SMKN. Research data were collected using observation sheets. Data were analyzed using percentages. Based on the results of research and discussion, it can be concluded that the CLCK development model based on Intensive Assistance can improve the ability of teachers in preparing Classroom Action Research Proposals at SMK 1 Pasaman. Analysis of the quality of PTK proposals made by teachers shows that the teacher's ability to prepare the Classroom Action Research Proposal increases from cycle I to cycle II. The ability of teachers in compiling Classroom Action Research Proposals in cycle I was 71.50 (sufficient) increased to 93.00 (good) in cycle II]]>
<![CDATA[PENINGKATAN HASIL BELAJAR GERAK NON LOKOMOTOR MELALUI METODE DRILL DIKELAS IV SDN 13 TANJUNG BONAI KEC.LINTAU BUO UTARA ]]>
<![CDATA[ERDAWATI ERDAWATI]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 5, No 1 (2020): JURNAL MANAJEMEN PENDIDIKAN ]]>
Publisher : <![CDATA[STKIP Pesisir Selatan ]]>
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DOI: 10.34125/mp.v5i1.555
<![CDATA[Based on the learning outcomes obtained by students in Class IV SDN 13 Tanjung Bonai in PJOK learning it was found that the learning outcomes of students in PJOK learning were still very low and many were under the KKM. The purpose of this study was to describe and obtain information about efforts to improve student learning outcomes Non locomotor Motion through the application of learning methods through the application of the Drill Method in Class IV SDN 13 Tanjung Bonai, Sawahlunto City. This research is a classroom action research. Research procedures in this study include planning, action, observation and reflection. This research consisted of two cycles with four meetings. The research subjects consisted of 10 students of Class IV SDN 13 Tanjung Bonai. Research data were collected using tests. Data were analyzed using percentages. Based on the results of research and discussion, it can be concluded that the Drill Method can improve student learning outcomes in learning PJOK at SDN 13 Tanjung Bonai. Student learning outcomes from cycle I to cycle II have increased. Student learning outcomes in the first cycle was 68.67 (enough) increased to 75.59 (good) with an increase of 6.92.]]>
<![CDATA[PENINGKATAN KEMAMPUAN GURU DALAM MENGGUNAKAN MEDIA PEMBELAJARAN MELALUI PENDAMPINGAN BERBASIS BIMBINGAN INDIVIDU DI SMAN 2 PASAMAN ]]>
<![CDATA[Gustirizal Gustirizal]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 5, No 1 (2020): JURNAL MANAJEMEN PENDIDIKAN ]]>
Publisher : <![CDATA[STKIP Pesisir Selatan ]]>
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DOI: 10.34125/mp.v5i1.546
<![CDATA[Based on observations and supervision conducted by the author shows that the teachers at SMAN 2 Pasaman do not have the ability and good skills in carrying out their duties, especially in terms of using learning media. The purpose of this study was to describe and obtain information about efforts to improve the ability of teachers to use instructional media by providing mentoring based on individual guidance at Pasaman High School 2. This research is a School action research. Research procedures in this study include planning, action, observation and reflection. This research consisted of two cycles with four meetings. The research subjects consisted of 7 class teachers at SMAN 2 Pasaman. Research data were collected using observation sheets. Data were analyzed using averages. The results showed that mentoring activities based on individual guidance can improve the ability of teachers in designing, determining and using learning media. This is evidenced based on preliminary data on the ability of teachers before the implementation of mentoring activities based on individual guidance is still in the unfavorable category. Then after mentoring activities based on individual guidance, the ability of teachers increases as seen from the improvement in the quality of instructional media made by teachers and the increase in the ability of teachers to use the media in the classroom to 77.71 (good) in the first cycle and after that increases in the second cycle to 86 (very good).]]>
<![CDATA[UPAYA MENINGKATKAN HASIL BELAJAR SISWA DALAM MATA PELAJARAN KIMIA MELALUI METODE PEMBELAJARAN DISCOVERY LEARNING PADA SISWA KELAS XI IPA 3 SMAN 1 PASAMAN ]]>
<![CDATA[Neviyanti Neviyanti]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 5, No 1 (2020): JURNAL MANAJEMEN PENDIDIKAN ]]>
Publisher : <![CDATA[STKIP Pesisir Selatan ]]>
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DOI: 10.34125/mp.v5i1.551
<![CDATA[Based on the learning outcomes of students of Class XII Science.3 SMAN 1 Pasaman in Chemistry sub subjects Explaining the equilibrium reaction in the relationship between reagents and reaction results is still very low. The average student learning outcomes are still below the KKM. The purpose of this study is to describe and obtain information about efforts to improve student learning outcomes in Chemistry. Explaining the equilibrium reaction in the relationship between reagents and reaction results is still very low through Discovery Learning Learning Method in class XI IPA 3SMAN 1 Pasaman Pasaman Barat Regency.This research is a classroom action research. Research procedures in this study include planning, action, observation and reflection. This research consisted of two cycles with four meetings. The research subjects consisted of 33 students of class XI IPA 3 of SMAN 1 Pasaman. Research data were collected using observation sheets and daily tests. Data were analyzed using percentages.Based on the results of research and discussion that has been stated, it can be concluded that the Discovery Learning Method can improve student learning outcomes in the sub subjects Describe the structure, method of writing, nomenclature, the nature and use of benzene and its descent. At SMAN 1 Pasaman.Student learning outcomes from cycle I to cycle II. Student learning outcomes in the first cycle was 50.8 (enough) increased to 84.73 (good) with an increase of 33.93%.]]>
<![CDATA[UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA MELALUI MODEL KOOPERATIF TIPE STAD PADA SISWA KELAS IV SD NEGERI 14 BATU BASA KECAMATAN PARIANGAN ]]>
<![CDATA[Nadra Nadra]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 5, No 1 (2020): JURNAL MANAJEMEN PENDIDIKAN ]]>
Publisher : <![CDATA[STKIP Pesisir Selatan ]]>
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DOI: 10.34125/mp.v5i1.556
<![CDATA[To create a learning process that is fun, exciting and can improve learning outcomes, it is necessary to have an interesting learning change that is applying STAD cooperative learning models and quizzes. The results of the study in the first cycle, classical learning activities only reached 52.94%. This has not yet reached the expected learning process improvement of yaitu 75%. But in the learning process the group has reached 88% with a target of ? 75%. While learning outcomes only reached 66.47% while the target determined 100% completely reached nilai 75%. To improve the classical learning process in the second cycle each student is given a visual aid a number of flat shapes to be formed into a variety of combinations to make questions. In Cycle II there was an increase in the classical learning process to 65.88% because there were 3 students asking questions and 14 students taking notes, where in Cycle I there were no students asking and taking notes. The group learning process increased to 91.05%. While learning outcomes reached an average of 76.47%. In Cycle III, in addition to the display for each student, to be able to find the formula for building area based on the area of flat shape that has been mastered by students, it is also added by giving homework assignments in the form of exercises. This is due to the increasingly difficult competency to master. In cycle III an increase in classical learning process was quite high to 84.61%. This is due to the increasing number of students who ask questions as many as 10 students and record as many as 4 students. The group learning process increased to 97.61%. While the learning outcomes reached an average of 79.61% with 100% of students achieving a value of ? 75. Thus all the targets set had been achieved. Based on the results of the study it can be concluded that the STAD type cooperative learning model can encourage students to learn about the area of more enthusiasm, improve the learning process, and learning outcomes.]]>
<![CDATA[PENINGKATAN DISIPLIN GURU DALAM MENGUMPULKAN PERANGKAT PEMBELAJARAN MELALUI SISTEM REWARD DAN PUNISHMENT SMAN 2 KINALI ]]>
<![CDATA[Musfar Musfar]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 5, No 1 (2020): JURNAL MANAJEMEN PENDIDIKAN ]]>
Publisher : <![CDATA[STKIP Pesisir Selatan ]]>
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DOI: 10.34125/mp.v5i1.547
<![CDATA[Based on the results of observations made by researchers in the January-December semester 2019/2020, researchers found the phenomenon that the level of teacher discipline in collecting learning tools is still low. This can be seen from the time researchers asked teachers to collect learning tools. Many teachers did not collect the learning tools that were requested. There are also teachers who are in a hurry to prepare a learning kit when the Principal or supervisor will supervise the class. Of the 6 class teachers, if averaged, then only 60%, teachers who complete the learning tools in the form of syllabus, SK / KD analysis, lesson plans, prota promissory notes and teaching materials. Meanwhile, 40% of teachers do not collect. This research is a School Action research. Research procedures in this study include planning, action, observation and reflection. This research consisted of two cycles with four meetings. The research subjects consisted of 6 Kinali SMAN 2 subject teachers who were research subjects teachers. Research data were collected using observation sheets. Data were analyzed using percentages. Based on the results of the study it can be concluded that the application of reward and punishment systems can improve teacher discipline in collecting learning tools. This is evidenced from before applying reward and punishment, the percentage of teachers who collected learning tools was only 66.67% with those who collected on time only amounted to 22.81%. After applying the reward and punishment system, in the first cycle, the teacher who collected the learning tools became 79.65% with the percentage who collected on time was 35.79%. After the second cycle, the percentage of teachers who collected learning tools became 97.54% with the percentage of teachers who collected on time amounted to 81.05%.]]>
