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Jurnal Pendidikan Insan Mandiri
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 20 Documents
 1   2 
PENGARUH MULTIMEDIA, GAYA BELAJAR DAN MOTIVASI BELAJAR TERHADAP PENINGKATAN PRESTASI BELAJAR MIKRO EKONOMI MAHASISWA PENDIDIKAN EKONOMI FKIP UNLAM 2012/2013 Baseran Nor; Baedhowi Baedhowi; Djoko Santoso Th
Jurnal Pendidikan Insan Mandiri Vol 2, No 1 (2013)
Publisher : Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/iman.v2i1.19628

Abstract

Learning technologies is necessary in the learning process, because it can spread the information widely, evenly, fast, uniform and integrated so that the message can be delivered in accordance with the content in question. Technology can be a medium for faculty in order to realize the learning process that is effective, efficient, and productive in accordance with the needs and demands of students. This study aimed to determine differences in learning achievement Micro Economics course student of Economics Faculty of Teacher Education UNLAM seen from the use of multimedia, learning styles and learning motivation of students.The research method used was a 2x3x2 factorial quasi-experimental. This research makes the entire population as the entire population of students taking courses in Micro Economics odd semester 2012/2013 as respondents, amounting to 72 students. Data collection using tests, questionnaires and documentation. Data were analyzed using three-way ANOVA analysis.Conclusions derived from this research are: 1) there are differences in learning achievement of students who use the Micro Economic multimedia with conventional media, 2) there are differences in student achievement visual, auditory and kinesthetic, 3) there are differences in student achievement Micro Economics Economics Education courses FKIP UNLAM that have high and low motivation, 4) there is an interaction effect between the use of multimedia to the type of student learning styles, 5) there is no interaction effect between the use of multimedia on the level of student motivation, 6) there is an interaction effect between type of learning style with the level of student motivation, and 7) there is no effect of the interaction effect of the use of multimedia, learning style type, and level of student motivation to learn.
EFEKTIVITAS PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE TPS (BERPIKIR, BERPASANGAN, DAN BERBAGI PENGETAHUAN) DAN CERAMAH TERHADAP HASIL BELAJAR EKONOMI Efi Nuraini
Jurnal Pendidikan Insan Mandiri Vol 1, No 1 (2012)
Publisher : Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/iman.v1i1.16320

Abstract

This research aims to find out: (1) there is any differences effect or not between use cooperative learning model type think pair share and speech about the economic learning output, (2) effectiveness of cooperative learning model type think pair share in economic learning.This research using experiment method with pretest posttest control-group design. Methods of data gathering techniques used are the test and documentation methods. Data analysis technique used is two tails t test and right side t test with the standards of significance 0.05.Based on the results of data analysis and discussion in this research, it can be concluded that: (1) There are different effect between use of cooperative learning model think pair share type and speech, (2) Cooperative learning model think pair share tipe more effective than speech. Mean of cooperative learning model think pair share type higher than speech. The different mean show that the used of cooperative learning model think pair share type better than speech.The implication: (1) Economic learning output would better by using appropriate learning model,such as cooperative learning models type think pair share, (2) input for economic teacher to use variation learning models in learning activity. An suggestion: (1) For headmaster, add to tool and infrastructure in order to prop up effectiveness learning, (2) For teacher, cooperative learning models type think pair share can be one of choice learning models in learning activity, (3) For student, to optimize and more active in learning activity.Keywords: Cooperative Learning Model, Think Pair Share, Learning Output.
EVALUASI IMPLEMENTASI CASES BASED LEARNING DAN DIRECT INSTRUCTION DALAM MATA KULIAH ACCOUNTING SOFTWARE “MYOB” BERDASARKAN STAKE’S COUNTENANCE MODEL Ika Pristy Wahyuni
Jurnal Pendidikan Insan Mandiri Vol 1, No 1 (2012)
Publisher : Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/iman.v1i1.16292

Abstract

At the higher education curriculum, especially in the department of accounting and management, accounting software courses is one of compulsory subjects that must be followed by students. Accounting software is taught to students in both semesters odd or even as a prerequisite to taking the final task. The current, accounting software courses that must be submitted to the student is MYOB (Mind Your Own Business) and accounting applications. MYOB accounting software is the most widely used worldwide.Been considered the most effective method of delivering this subject are cases based learning and direct instruction. In the implementation of cases based learning methods combined with direct instruction in accounting courses for this software, it turns out there is no more in-depth evaluation of the successful attainment of the use of this method. New evaluation of the aspects of assessing student learning outcomes in the form of formative, middle of the semester and final examination, while the overall program evaluation has not been done.This research is evaluation research by using Stake's Countenance Model that consists of three evaluation components: (1) antecedents, (2) transactions, and (3) outcomes. The research method used was case study with qualitative research. Data gathering was conducted through interview, documentation study, and observation. Decision making or judgment for each aspect or focus of evaluation was categorized into three levels: low, medium, and high. This categorization was based on the comparison of objective standard of each evaluation phase that was taken from summarized results and figured into case-order effect matrix or countenance matrix.This evaluation research resulted as follows: (1) the antecedents (input) showed that five aspects were achieved by their actualization and one aspect was not achieved, but three sub-aspects were low and one sub-aspect was moderate, (2)      the transactions (process) of the seven aspects studied indicated that their the actualization was achieved but their were two low and one moderate sub-aspects, (3)            the outcomes (output) revealed that two aspects were achieved and one aspect was moderately achieved in it actualization.Keyword: accounting software MYOB, cases based learning, direct instruction, stake's countenance model, antecedents, transactions, outcomes
IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERMODIFIKASI MAKE A MATCH TERHADAP UPAYA PENCAPAIAN KETUNTASAN BELAJAR EKONOMI PADA SISWA KELAS X SMA NUSANTARA INDAH, SINTANG, KALIMANTAN BARAT Yulia Suriyanti; Trisno Martono; Asri Laksmi Riani
Jurnal Pendidikan Insan Mandiri Vol 3, No 1 (2014)
Publisher : Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/iman.v3i1.19686

Abstract

The learning process which is monotonous and which is not varied results in the students’ low mastery of the learning material. The learning process which does not pay attention to some supporting factors such as the students’ initial condition, learning motivation, learning interest, and learning activities will also have implications on their learning achievement which is low as indicated by their low scores. As a result, their learning completeness cannot maximally be accomplished. The objectives of this research are to apply the use of the cooperative learning of STAD type with Make A Match modification supported by the students’ initial ability, learning motivation, learning interest, and learning activities on the accomplishment of their Economics learning completeness.This research used the classroom action research. It was conducted in two cycles at Nusantara Indah Senior Secondary School of Sintang, West Kalimantan. The subjects of the research were the students in Grade XE of the school. The data of the research were gathered through observation, test, questionnaire, and in-depth interview, and documentation. They were then descriptively   analyzed by comparing the results of each cycle.The results of the research are as follows. Prior to the treatment, the percentage of the students who accomplish the Economics learning completeness is 13.15% with the score of their initial learning interest of 77.24 (low category), that of the learning motivation of 63.23 (low category), and that of the learning activities of 61.15 (low category). Following the treatment, the percentage of the students who accomplish the Economics learning completeness becomes 51.42% in Cycle I with the score of their initial learning interest of 93.31 (high category), that of the learning motivation of 70.51 (high category), and that of the learning activities of 67.85 (low category) and 91.42% in Cycle II with the score of their initial learning interest of 114.77 (high category), that of the learning motivation of 90.17 (high category), and that of the learning activities of 89.74 (high category). Based on the results of the research, a conclusion is drawn that there is an improvement in the students’ final average score.
PENGARUH STRATEGI PEMBELAJARAN CONCEPT MAP TERHADAP PRESTASI BELAJAR DASAR AKUNTANSI KEUANGAN II BERDASARKAN TIPOLOGI BELAJAR Ita Nuryana; Kohar Sulistyadi; Wiedy Murtini
Jurnal Pendidikan Insan Mandiri Vol 2, No 1 (2013)
Publisher : Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/iman.v2i1.19630

Abstract

Latar belakang: Strategi pembelajaran concept map diduga merupakan variabel yang memiliki pengaruh dengan prestasi belajar dan tipologi belajar sebagai variabel moderator  dalam hubungan kasual strategi pembelajaran concept map dengan prestasi belajar. Tujuan dari penelitian ini adalah untuk mengetahui: (1) seberapa besar pengaruh strategi pembelajaran Concept Map terhadap prestasi belajar Dasar Akuntansi Keuangan II. (2) seberapa kuat tipologi belajar memoderasi terhadap hubungan kausal strategi pembelajaran Concept Map terhadap prestasi belajar Dasar Akuntansi Keuangan II.Metode: Penelitian ini termasuk penelitian kuantitatif dengan pendekatan deskriptif. Populasi penelitian ini adalah seluruh mahasiswa semester III Program Studi Pendidikan Akuntansi FKIP UMS Tahun Akdemik 2012/2013. Pengambilan sampel dilakukan dengan cara quota random sampling. Teknik pengumpulan data yang digunakan adalah metode observasi, dokumentasi, tes dan angket. Data diperoleh melalui observasi untuk prestasi belajar afektif dan psikomotorik, angket untuk strategi pembelajaran concept map dan tipologi belajar, tes untuk menilai prestasi belajar dasar akuntansi keuangan II.Hasil: Pengujian Hipotesis menggunakan SEM dengan Program LISREL 8.8. diperoleh hasil sebagai berikut: (1) strategi pembelajaran Concept Map berpengaruh sangat kuat terhadap prestasi belajar Dasar Akuntansi Keuangan II. (2) tipologi belajar memoderasi sangat besar terhadap hubungan kausal strategi pembelajaran Concept Map terhadap prestasi belajar Dasar Akuntansi Keuangan II.
IMPLEMENTASI MANAJEMEN PENINGKATAN MUTU BERBASIS SEKOLAH (MPMBS) PADA SMA RINTISAN SEKOLAH BERTARAF INTERNASIONAL (RSBI) Dwina Merdekawati
Jurnal Pendidikan Insan Mandiri Vol 1, No 1 (2012)
Publisher : Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/iman.v1i1.16322

Abstract

Perumusan masalah pada penelitian ini adalah Bagaimana implementasi dari pelaksanaan MPMBS pada SMA RSBI di SMA Negeri 1 Surakarta. Sedangkan tujuan penelitian ini adalah untuk mengetahui pelaksanaan model MPMBS pada SMA RSBI di SMA Negeri 1 Surakarta.Bentuk penelitian yang digunakan adalah kualitatif, sedangkan strategi penelitian yang digunakan adalah strategi kasus tunggal terpancang. Sumber data yang digunakan terdiri dari informan peristiwa atau aktivitas, tempat atau lokasi, dan dokumen atau arsip. Teknik sampling yang digunakan adalah purposive snowball sampling. Teknik pengumpulan data yang digunakan adalah wawancara, observasi, dokumen dan studi kepustakaan. Untuk mengukur validitas data digunakan triangulasi sumber dan triangulasi metode. Teknik analisis data menggunakan model analisis interaktif.Berdasarkan hasil analisis data dan pembahasan, dapat disimpulkan bahwa: (1) SMA Negeri 1 Surakarta sebagai salah satu Rintisan Sekolah Bertaraf Internasional sudah menerapkan 8 Standar Nasional pendidikan. Selain itu, SMA N 1 Surakarta juga telah menerapkan satu komponen tambahan yakni kultur sekolah. (2) Input sekolah di SMA Negeri 1 Surakarta dalam menunjang MPMBS sudah cukup baik dengan seleksi penerimaan siswa baru yang cukup ketat dengan mensyaratkan nilai di atas rata-rata serta kondisi ekonomi yang cukup baik. (3) Proses sekolah pada SMA Negeri 1 Surakarta terlaksana dengan baik terutama dalam kegiatan belajar mengajar tetapi terkendala pada peranan komite sekolah yang minim. (4) Output sekolah yang dalam hal ini dapat diketahui dari prestasi akademik baik berupa nilai UAS dan UN serta nilai rapor. (5) Outcome di SMA Negeri 1 Surakarta juga cukup baik dimana lulusan SMA Negeri 1 sebagian besar masuk di Perguruan Tinggi favorit. Sedangkan ditinjau dari upaya melibatkan semua stakeholder dalam kegiatan sekolah tidak terbatas pada pengambilan keputusan yang berkaitan dengan pendanaan, tetapi juga mengenalkan masyarakat secara intensif akan program-program yang dilaksanakan pihak sekolah serta SMA Negeri 1 Surakarta juga dapat menghasilkan lulusan yang mampu bersaing.Kata kunci: Manajemen Peningkatan Mutu Berbasisi Sekolah (MPMBS), Rintisan Sekolah Bertaraf Internasional.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERBASIS CONTEXTUAL TEACHING AND LEARNING (CTL) DALAM RANGKA MENINGKATKAN PRESTASI SISWA UNTUK MATA PELAJARAN ILMU PENGETAHUAN SOSIAL EKONOMI Tri Indah Widyastuti
Jurnal Pendidikan Insan Mandiri Vol 1, No 1 (2012)
Publisher : Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/iman.v1i1.16294

Abstract

The objectives of this research to know: (1) The interactive educational situation especially for Social-Economy subject, (2) Students’ understanding in Social-Economy subject and (3) Students’ achievement in Social-Economy subject.This research used classical action research method. It’s done by three cycles in with 43 students of VIII divided into 25 male students and 18 female students.The research’s conclusion was that the application of cooperative Education Model type STAD Based on CTL was significantly proved as to 93,02 % (1) enhance students’ achievement from 60% (cycle 1) to 86,05% (cycle II) then upgraded to 93,02% (cycle III) from 43 students (2) improve students activity and (3) emerge of students’ cooperative skills in subject learning.Keywords: Coopeartive Learning Model, STAD, CTL, Students’ achievement.
PENGARUH PEMBELAJARAN KOOPERATIF TIPE STAD (STUDENT TEAMS ACHIEVEMENT DIVISIONS) DAN JIGSAW TERHADAP PRESTASI BELAJAR EKONOMI DITINJAU DARI MOTIVASI BELAJAR SISWA TAHUN AJARAN 2012/2013 M. Saipul Watoni; Sri Anitah; Hery Sawiji
Jurnal Pendidikan Insan Mandiri Vol 3, No 1 (2014)
Publisher : Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/iman.v3i1.19688

Abstract

This study is aimed at finding out (1)  the effect of STAD and Jigsaw cooperatives learning toward economics learning achievement; (2) the effect of high and low motivations toward economics learning achievement; (3) the interaction between motivation and teaching learning, STAD and Jigsaw types toward economics learning achievement. This study was quantitative research by using experiment method. The population of the study was all students of tenth grade of SMA Negeri 1 Keruak Lombok Timur, in the academic year 2012/2013, the sample was determined by using cluster random sampling and got 2 classes. The teaching learning model in the first experimental class used STAD of XB consisting of 36 students while in the second experimental class used Jigsaw of XF consisting of 35 students.The techniques of collecting data were test for economics achievement, questionnaires for students’ motivation, and documentation. To analyze the hypothesis, the researcher used two-way analysis of variance with a 2x2 factorial design and the significant level was 5%.  The prerequisite test of normality and homogeneity were analyzed by using SPSS 17 software.  From the analysis, it can be concluded that: (1) there is effect of STAD and Jigsaw cooperatives learning toward economics learning achievement; (2) there is effect of high and low motivations toward economics learning achievement; (3) there is no interaction between motivation and teaching learning types STAD and Jigsaw toward economics learning achievement.
KOMPETENSI GURU SEKOLAH MENENGAH KEJURUAN (SMK) DALAM IMPLEMENTASI KURIKULUM TINGKAT SATUAN PENDIDIDIKAN (KTSP) (STUDI KASUS DI KABUPATEN KARANGANYAR)) Wisudani Rahmaningtyas; Baedhowi Baedhowi; Djoko Santoso Th
Jurnal Pendidikan Insan Mandiri Vol 2, No 1 (2013)
Publisher : Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/iman.v2i1.19632

Abstract

Latar belakang: guru merupakan komponen utama dalam implementasi kurikulum tingkat satuan pendidikan, oleh karena itu dibutuhkan guru yang berkompeten untuk mengaplikasikannya, akan tetapi KTSP merupakan hal yang baru bagi sebagian guru, sehingga kesulitan untuk menerapkannya. Sehingga kompetensi guru perlu dikaji untuk mengetahui realita dilapangan dan bisa dilakukan evaluasi serta perbaikan untuk kedepannya.Metode: penelitian kualitatif berbentuk deskriptif. Strategi penelitian yaitu strategi tunggal terpancang. Sumber data meliputi informan, kata-kata atau tindakan, tempat dan peristiwa serta dokumen. Teknik sampling yaitu purposive sampling dan teknik snowball sampling. Teknik pengumpulan data yaitu wawancara, observasi dan analisis dokumen. Validitas data menggunakan teknik triangulasi sumber dan triangulasi metodologis. Sedangkan teknik analisis data adalah teknik analisis interaktif.Hasil penelitian: sosialisasi dilapangan masih kurang sehingga pemahaman guru tentang KTSP minim, kompetensi pedagogik, kepribadian, sosial dan profesional guru secara keseluruhan sudah memenuhi. Akan tetapi ada beberapa aspek yang masih kurang seperti pemahaman karakter siswa, kedisiplinan guru, penguasaan IT, dan relevansi pendidikan.
EFEKTIVITAS PEMBELAJARAN EKONOMI DENGAN MULTIMEDIA TERHADAP PRESTASI BELAJAR SISWA KELAS X PROGRAM RINTISAN SEKOLAH BERTARAF INTERNASIONAL Ifazah Alawiyah
Jurnal Pendidikan Insan Mandiri Vol 1, No 1 (2012)
Publisher : Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/iman.v1i1.16428

Abstract

Penelitian ini bertujuan untuk mengetahui : (1) ada atau tidak adanya perbedaan prestasi belajar antara pembelajaran ekonomi dengan multimedia  dan pembelajaran ekonomi dengan buku teks, (2) apakah pembelajaran ekonomi dengan multimedia lebih efektif dari pada pembelajaran ekonomi dengan buku teks.Penelitian ini menggunakan metode eksperimen eksperimen semu (quasi eksperimen), yang menghubungkan sebab akibat antara variable yang sengaja ditentukan dengan variable lain, dengan desain pretest posttest control-group design. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Negeri 1 Slawi semester satu Tahun Ajaran 2010/2011 yang berjumlah sepuluh kelas, yaitu kelas X1 sampai X10. Sampel sebanyak 2 kelas yang diambil dengan teknik random sampling, sehingga didapat dua kelas sebagai sampel penelitian, yaitu kelas X3dan kelas X2 yang masing-masing terdiri atas 30 siswa. Teknik pengumpulan data yang digunakan adalah teknik dokumentasi, teknik angket, dan teknik observasi. Teknik analisis data yang digunakan adalah uji t dua ekor untuk nilai kognitif siswa, dilanjutkan dengan uji t pihak kanan dengan menghitung selisih antara nilai pretes dan postes kelas eksperimen dan kontrol, dengan taraf signifikansi 0,05.Hasil penelitian menunjukkan: (1) Ada perbedaan prestasi belajar ekonomi antara siswa kelompok eksperimen dan siswa kelompok kontrol(thitung > ttabel = 3,343 > 1,68). Penggunaan media pembelajaran multimedia dalam proses pembelajaran ekonomi memberikan pengaruh terhadap peningkatan kemampuan kognitif ekonomi yang dimiliki siswa yang lebih baik daripada penggunaan media buku teks. Hal ini dibuktikan dengan rata-rata nilai siswa kelas eksperimen lebih baik daripada kelas kontrol (eksperimen = 75,0663 > kontrol = 66,0333),  (2) Nilai rata-rata selisih pretes-postes kelas eksperimen kurang atau sama dengan nilai rata-rata selisih pretes-postes kelas kontrol) ditolak (thitung > ttabel = 2,890 > 1,68). Hal ini menunjukkan bahwa nilai rata-rata selisih pretes-postes kelas eksperimen lebih besar dari nilai rata-rata pretes-postes kelas control (selisih pretes-postes eksperimen = 20,80  > selisih pretes-postes kontrol = 11,53). Sehingga dapat dikatakan bahwa pembelajaran ekonomi dengan multimedia lebih efektif dibandingkan dengan buku teks. Kata Kunci : Media Pembelajaran, multimedia, Prestasi Belajar.  

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