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Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan
Published by Universitas Negeri Malang
ISSN : 25486683     EISSN : 25497774     DOI : -
Core Subject : Education,
Education
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan, ISSN 2549-7774 (online), ISSN 2548-6683 (print), is an interdisciplinary publication of original research and writing on education. Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan is published by Fakultas Ilmu Pendidikan Universitas Negeri Malang.
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Articles 5 Documents
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Search results for , issue "Vol 4, No 2 (2019): December 2019" : 5 Documents clear
Sistem Penerimaan Peserta Didik Baru Berbasis Online dan Offline Di Sekolah Menengah Kejuruan Tri Novia Rosalinda
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 4, No 2 (2019): December 2019
Publisher : Faculty of Education Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (661.465 KB) | DOI: 10.17977/um027v4i22019p093

Abstract

Abstract: The purpose of this study is to describe; (1) online and offline student admission planning; (2) job description on the structure of the student admission committee; (3) procedures of online and offline student admission; (4) constraints and solution of online and offline student admission; (5) weakness and strength of online and offline student admission; and (6) differences and similarities of online and offline student admission. This study used a qualitative approach with a type of multi-case study. The result of this study are; (1) online and offline student admission is planned; (2) there are student admission committee with task and responbility; (3) online and offline student admission consist of several procedures; (4) student admission has problems and need solution; (5) online and offline student admission has weakness and strenght; (6) there are differences and similarities between online and offline student admission. Abstrak: Tujuan penelitian ini yaitu untuk menderskripsikan; (1) perencanaan PPDB online dan offline; (2) tugas pada struktur kepanitiaan PPDB online dan offline; (3) prosedur PPDB online dan offline; (4) kendala dan solusi PPDB online dan offline; (5) kelemahan dan kelebihan PPDB online dan offline; dan (6) perbedaan dan kesamaan PPDB online dan offline. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi multi kasus. Hasil penelitian ini yaitu; (1) PPDB online dan offline direncanakan; (2) terdapat kepanitiaan PPDB dengan tugas dan tanggung jawab masing-masing; (3) PPDB online dan offline terdiri dari beberapa prosedur pendaftaran; (4) PPDB mengalami kendala dan solusi; (5) PPDB online dan offline memiliki kelemahan dan kelebihan; dan (6) terdapat perbedaan dan kesamaan antara PPDB online dan offline.
Peran Kepala Sekolah dalam Mengembangkan Kemampuan Self Regulation Siswa A Fathorrazi
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 4, No 2 (2019): December 2019
Publisher : Faculty of Education Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (318.153 KB) | DOI: 10.17977/um027v4i22019p049

Abstract

Abstract: This study aims to describe: (1) the implementation of self-regulation of students in schools in controlling self-behavior; and (2) the role of the principal in implementing self-regulation in schools. This research uses a qualitative approach through a single case study. The results showed: (1) the implementation of self regulation consisted of three stages, namely the planning phase, the implementation phase, and the evaluation and feedback stage; and (2) in implementing self-regulation the principal has a role as a policy maker, empowering educators and education personnel, financial managers, developing relations with parents and the community, and evaluators. Abstrak: Penelitian ini bertujuan untuk menggambarkan: (1) pelaksanaan self regulation siswa di sekolah dalam mengontrol perilaku diri; dan (2) peran kepala sekolah dalam melaksanakan self regulation di sekolah. Penelitian ini menggunakan pendekatan kualitatif melalui jenis penelitian studi kasus tunggal. Hasil penelitian menunjukkan: (1) pelaksanaan self regulation terdiri dari tiga tahap, yaitu tahap perencanaan, tahap pelaksanaan, dan tahap evaluasi dan feedback; dan (2) dalam pelaksanaan self regulation kepala sekolah memiliki peran sebagai pembuat kebijakan, pemberdaya pendidik dan tenaga kependidikan, pengelola keuangan, pengembang relasi dengan orangtua siswa dan masyarakat, dan evaluator.
Implementasi Program Sekolah Berbasis Ramah Anak untuk Menguatkan Nilai Panca Karakter Siswa Neris Eka Agustina
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 4, No 2 (2019): December 2019
Publisher : Faculty of Education Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (406.851 KB) | DOI: 10.17977/um027v4i22019p079

Abstract

Abstract: The objective of this research to find out and describe the implementation of child-friendly school programs to strengthen panca karakter’s value of students including: (1) the characteristics of the panca karakter’s values which became as the reference / vision of Elementary School Anak Saleh; (2) child-based school programs to strengthen panca karakter’s value; and (3) the contributions and efforts of school community in supporting child-friendly school-based programs to strengthen panca karakter’s value of students in SD Anak Saleh. This research was conducted through a qualitative approach and the type of this research was a case study. Data collection techniques in this study used interview, observation, and documentation. The results of this research were: (1) panca karakter’s value including: (a) personal piety which emphasizes faith and morals, (b) social piety emphasizes caring, communication and interaction, (c) natural piety emphasizes maintaining and loving the environment, and (d) scholarly piety emphasizes creative, innovative thinking skills and a balance between mind and heart; (2) child-friendly school-based programs including homebase systems, morning activities, green mom community, and school outing activities; (3) the contributions and efforts of the chairman of the foundation were in the form of giving instruction, guidance and providing child-friendly facilities and infrastructure, the headmaster’s contributions and efforts were divided into two, namely formative and substantive field, the contributions and efforts of teachers and education staff were in the form of giving motivation, the contributions and efforts of school committees that always become school partners to collaborate in achieving of child-based school programs. Abstrak: Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan implementasi program sekolah berbasis ramah anak untuk menguatkan nilai panca karakter siswa meliputi: (1) karakteristik nilai panca karakter yang menjadi acuan/visi SD Anak Saleh; (2) program sekolah berbasis ramah anak untuk menguatkan nilai panca karakter; dan (3) kontribusi dan upaya warga sekolah dalam mendukung program sekolah berbasis ramah anak untuk menguatkan nilai panca karakter siswa di Sekolah Dasar (SD) Anak Saleh. Penelitian ini dilakukan melalui pendekatan kualitatif dan jenis penelitian studi kasus. Sedangkan teknik pengumpulan data dalam penelitian ini menggunakan teknik wawancara, observasi, dan dokumentasi. Hasil dari penelitian ini adalah: (1) panca karakter meliputi: (a) kesalehan personal yang menitikberatkan pada akidah dan akhlak, (b) kesalehan sosial menitikberatkan pada peduli, komunikasi, dan interaksi, (c) kesalehan kealamiahan menitikberatkan pada menjaga dan mencintai lingkungan sekitar, dan (d) kesalehan kecendekiaan menitikberatkan pada kemampuan berfikir kreativ, inovatif dan keseimbangan antara olah pikir dan hati; (2) program sekolah berbasis ramah anak meliputi homebase system, morning activity, green mom community, serta kegiatan outing sekolah; (3) kontribusi dan upaya dari ketua yayasan yaitu berupa instruksi, pembinaan serta menyediakan sarana dan prasarana ramah anak, kontribusi dan upaya kepala sekolah terbagai menjadi dua yaitu upaya formatif dan substantif, kontribusi dan upaya guru dan tenaga kependidikan berupa motivasi serta kontribusi dan upaya komite sekolah yang senantiasa menjadi rekanan sekolah untuk bekerjasama dalam menyukseskan program sekolah berbasis ramah anak.
Pengelolaan E-Karakter sebagai Upaya Meningkatkan Penguatan Karakter Peserta Didik Meta Tri Ventine Budiarti
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 4, No 2 (2019): December 2019
Publisher : Faculty of Education Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (340.021 KB) | DOI: 10.17977/um027v4i22019p067

Abstract

Abstract: This study has purpose to describe the management of e-characters to improve student character strength. This study uses a qualitative approach. Data was collected by interview, observation, and documentation methods. The results of this study were: (1) e-character planning was prepared based on Presidential Regulation No. 87 of 2017 and superior technology, e-character application contains 2 sides, e-tatib and e-activity, decided indicators of achievement and expectations to be achieved; (2) organizing consists of principals, e-character admins, disciplinary teams; (3) the implementation of e-characters which was the production of the e-character prototype, socialization, implementation of e-tatib to record student violations and the e-activity to record all positive activities; (4) e-character evaluation was conducted at the end of each semester by making evaluation reports, meetings, students coaching; (5) the supporting factors for e-character management were many teachers/mothers who agreed, the principal supports, happy students, making evaluation reports easily, there were other schools that adopt e-characters. The obstacle factors of e-character was that many teachers and students who less active and lazy to fill e-characters, many teachers who did not input data on student violations in e-characters, many students said reasons that they could not entry the e-characters. These are the solutions where the principal who motivates all stakeholders, the e-character admin guides the teacher/father in entering data in e-characters, Counseling and Guidance gives students direction to teach each other how to use their e-characters. Abstrak: Tujuan penelitian ini untuk mendeskripsikan pengelolaan e-karakter untuk meningkatkan penguatan karakter peserta didik. Penelitian ini menggunakan pendekatan kualitatif. Data dikumpulkan dengan metode wawancara, observasi, dan dokumentasi. Hasil penelitian ini adalah: (1) perencanaan e-karakter disusun berdasarkan Peraturan Presiden Nomor 87 Tahun 2017 dan teknologi yang unggul, aplikasi e-karakter berisikan 2 sisi yaitu e-tatib dan e-activity, menentukan tujuan, menentukan indicator ketercapaian dan menentukan harapan yang akan dicapai; (2) pengorganisasian terdiri dari kepala sekolah, admin e-karakter, tim tata tertib; (3) pelaksanaan e-karakter yaitu pembuatan prototype e-karakter, sosialisasi, pelaksanaan sisi e-tatib untuk mencatat pelanggaran peserta didik dan sisi e-activity dilakukan untuk mencatatkan semua aktivitas positif; (4) evaluasi e-karakter dilakukan setiap akhir semester dengan pembuatan laporan evaluasi, rapat, pembinaan peserta didik; (5) faktor pendukung pengelolaan e-karakter adalah bapak/ibu guru banyak yang setuju, kepala sekolah mensupport, peserta didik senang, mudah membuat laporan evaluasi, adanya sekolah lain yang mengadopsi e-karakter. Faktor penghambat e-karakter yaitu banyak bapak/ibu guru dan peserta didik kurang aktif dan malas mengisi e-karakter, banyak bapak/ibu guru yang tidak memasukkan data pelanggaran peserta didik dalam e-karakter, banyak peserta didik beralasan tidak bisa mengentry di e-karakter. Solusi antara lain kepala sekolah memberi motivasi semua stakeholder, admin e-karakter membimbing bapak/ibu guru dalam mengentry data di e-karakter, Bimbingan dan Konseling memberi pengarahan peserta didik untuk saling mengajari temannya menggunakan e-karakter.
Keterampilan Komunikasi Interpersonal Kepala Sekolah dalam Perspektif Manajemen Perubahan Mardhatillah Andana Dwiayuni
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 4, No 2 (2019): December 2019
Publisher : Faculty of Education Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.11 KB) | DOI: 10.17977/um027v4i22019p055

Abstract

Abstract: The research objective is to describe the principal’s interpersonal communication skills in a change management perspective. Research uses a qualitative approach. Data was collected by interview, observation, and documentation methods. The results of the study are: (1) the process of interpersonal communication of the head of the Public Elementary Sumbergondo 2 Batu by forming, strengthening interpersonal relations to create an open attitude; (2) ways of interpersonal communication with family and cultural approaches; (3) media in interpersonal communication, namely mobile phones and bulletin boards; (4) inhibiting factors, namely the mindset and age factor of the teacher, while the supporting factors are technological progress and teacher’s commitment to change; (5) changes are sought through internal and external efforts; and (6) the principal’s interpersonal communication in a change management perspective with a persuasive, dialogical, and motivational approach. Abstrak: Tujuan penelitian untuk mendeskripsikan keterampilan komunikasi interpersonal kepala sekolah dalam perspektif manajemen perubahan. Penelitian menggunakan pendekatan kualitatif. Data dikumpulkan dengan metode wawancara, observasi, dan dokumentasi. Hasil penelitian adalah: (1) proses komunikasi interpersonal kepala SDN Sumbergondo 2 Kota Batu dengan membentuk, menguatkan hubungan interpersonal hingga menimbulkan sikap terbuka; (2) cara komunikasi interpersonal dengan pendekatan kekeluargaan dan budaya; (3) media dalam komunikasi interpersonal yaitu hand phone dan papan pengumuman; (4) faktor penghambat yaitu mindset dan faktor usia guru sedangkan faktor pendukung yaitu adanya kemajuan teknologi dan komitmen guru untuk berubah; (5) perubahan diupayakan melalui upaya internal dan eksternal; dan (6) komunikasi interpersonal kepala sekolah dalam perspektif manajemen perubahan dengan pendekatan persuasif, dialogis, dan pemberian motivasi.

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