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INDONESIA
Perspektif Ilmu Pendidikan
Published by Universitas Negeri Jakarta
ISSN : 14115255     EISSN : 25812297     DOI : -
Core Subject : Education,
Education
Perspektif Ilmu Pendidikan published by Fakultas Ilmu Pendidikan Universitas Negeri Jakarta. Perspektif Ilmu Pendidikan contained results of the research which focused about education from practitioners, academics, researchers, and education observers.
Arjuna Subject : -
Articles 351 Documents
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PENINGKATAN HASIL BELAJAR MELALUI MEDIA KOLASE PADA PEMBELAJARAN TEMATIK SISWA KELAS IV SEKOLAH DASAR Puji Astuti
Perspektif Ilmu Pendidikan Vol 35 No 1 (2021): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.351.5

Abstract

Berbagai macam media pembelajaran berfungsi untuk menunjang kegiatan pembelajaran dalam upaya mencapai hasil belajar, termasuk penggunaan media kolase. Tujuan penelitian ini adalah untuk meningkatnya hasil belajar pada siswa kelas IV SD pada pembelajaran tematik dengan menggunakan media kolase. Penelitian ini adalah penelitian tindakan kelas yang dilaksanakan di SDN 02 Margo Mulyo OKU Timur yang dilaksanakan selama 3 bulan pada tahun 2020. Prosedur penelitian yang digunakan adalah model John Elliot yang mencakup tahapan perencanaan, tindakan, observasi, dan refleksi. Hasil penelitian melaporkan bahwa terdapat peningkatan nilai rata-rata siswa dari pra siklus 74,89 meningkat menjadi 76,30 pada siklus pertama, dan meningkat menjadi 79,00 pada siklus kedua. Persentase ketuntasan belajar dilaporkan meningkat pada setiap siklusnya, dari 52% pada pra siklus, menjadi 68% pada siklus pertama, dan menjadi 90% pada siklus kedua. Secara klasikal telah tercapai indikator yang ditetapkan yaitu persentase ketuntasan belajar siswa mencapai ≥ 75% siswa dengan nilai ≥ 75. Aktivitas belajar siswa dan mengajar guru selama proses pembelajaran menggunakan media kolase berkategori sangat baik. Saran penelitian adalah perlu dilakukannya kegiatan pendampingan pada guru dalam memilih, menggunakan, dan memanfaatkan media pembelajaran. There are various media to support learning and improve learning outcomes, including collage media. This research aims to describe the outcomes of fourth-grade primary school students' thematic learning using collage media. This research is a classroom action research that was conducted for 3 months in 2020 at SDN 02 Margo Mulyo OKU Timur. The research procedure used is the John Elliot model which includes the stages of planning, observation, and reflection. The results reported the increase of students’ mean score from the pre-cycle 74,89 to 76,30 in the first cycle and increased to 79,00 in the second cycle. The percentage of learning completion reported to have increased in each cycle, from 52% in the pre-cycle, to 68% in the first cycle, and 90% in the second cycle. Classically, the proposed indicators have been achieved with student learning completion reaching ≥ 75% with ≥ a 75 score. Teacher and student learning activities with collage media are categorized very well. The research suggests that teachers must study the selecting, using, and utilizing learning media process.
PELAKSANAAN PROGRAM SUPERVISI AKADEMIK KEPALA SEKOLAH DI MADRASAH TSANAWIYAH DI JAWA BARAT Ani Riandian; Asep Saepudin; Lisnawati Lisnawati
Perspektif Ilmu Pendidikan Vol 35 No 1 (2021): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.351.9

Abstract

Supervisi akademik yang diterapkan kepala sekolah dapat efektif memberikan bantuan, membimbing dan membina guru agar mereka dapat bekerja lebih baik dalam membimbing peserta didik serta dapat memperbaiki kinerjanya dalam meningkatkan pembelajaran di sekolah dengan menggunakan pendekatan self-reflection sebagai kebaharuan (novelty) dalam supervisi akademik. Tujuan penelitian ini untuk melaporkan program, implementasi, efektivitas, kendala dan tindaklanjut supervisi akademik kepala sekolah. Penelitian ini merupakan penelitian kualitatif dengan metode studi kasus, yang dipaparkan secara deskriptif analitik. Pengumpulan data dengan wawancara, observasi, dan studi dokumen. Sumber data terdiri dari kepala sekolah, wakil kepala bidang kurikulum, dan 2 orang guru mata pelajaran di satu Madrasah Tsanawiyah di wilayah Kabupaten Sumedang, Jawa Barat. Teknik analisis data melalui reduksi data, penyajian data, penarikan kesimpulan. Uji keabsahan datanya dengan triangulasi. Hasil penelitian menunjukkan bahwa 1) pelaksanaan program supervisi akademik meliputi penentuan tujuan, pengembangan kurikulum, evaluasi perangkat pembelajaran, metode mengajar, kegiatan pembelajaran, pengembangan pengalaman belajar siswa, 2) supervisi dilakukan dengan pra-observasi, observasi, dan pasca-observasi, 3) pelaksanaan supervisi akademik di sekolah sudah efektif, 4) terdapat kendala dalam pelaksanaannya yaitu kendala internal dan eksternal, 5) tindak lanjut supervisi akademik dengan melakukan pembinaan secara langsung dan tidak langsung. Kontribusi penelitian ini adalah memberikan inspirasi bagi kepala sekolah untuk melakukan pembaharuan kegiatan supervisi akademik menggunakan pendekatan self-reflection. Academic supervision by the principals could effectively help, guide, and build teachers to guide students and improve their performance in school learning through a self-reflection approach as a novelty in academic supervision. This research uses a qualitative approach with a descriptive-analytic method. Data collected through interviews, observation, and documentation. Participants consist of Supervisors, Principals, and deputy heads of the curriculum at the madrasah in Sumedang Regency, West Java. Data analyzed reduction, presentation, drawing conclusions, and testing the validity of the data with triangulation. The results of this study indicate that 1) The implementation of the academic supervision program in this madrasah consists of setting goals, curriculum development, learning tools evaluation, teaching methods, learning activities, and developing student learning experiences 2) supervision conducted at this madrasah through the steps of pre-observation, observation, and post-observation, 3) The implementation of academic supervision in this madrasah has been effective, 4) Obstacles to the implementation of academic supervision includes internal constraints and external constraints 5) Follow-up activity of academic supervision in this school consists of direct and indirect construction. The follow-up activity includes improving academic supervision instruments, consists of the learning process and supervision instruments construction. The research contribution is to inspire the principals for the renewal of the self-reflection approach in supervision activities.
the THE EFFECT OF STAD TYPE COOPERATIVE LEARNING MODEL ON THE LEARNING OUTCOMES OF VIHARA DHAMMAPHALA SUNDAY SCHOOL- TANGERANG Wina Dhamayanti; Dendang Sutikno
Perspektif Ilmu Pendidikan Vol 35 No 2 (2021): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.352.4

Abstract

This research was conducted based on the low value of the learning outcomes of Vihara Dhammapala Sunday school. The low learning outcomes are due to several factors, one of which is the ineffective learning model, therefore the existence of the Student Teams Achievement Divisions (STAD) learning model is one of the cooperative learning models in which there are several groups of students with different levels of academic ability. work together to realize learning objectives. This study aims to determine the effect of the STAD cooperative learning model on the learning outcomes of students at the Dhammaphala Vihara Sunday School. The design used in this research is in the form of an experiment with a quantitative approach. The instruments used in this study were questionnaires, documents and interviews. The questionnaire was distributed to 20 students. The data that has been obtained from the distribution of questionnaires were analyzed using the Likert scale and the learning outcomes of the pretest and posttest were analyzed using the paired t test. The results of this study indicate that the STAD learning model has a very strong effect on the learning outcomes of Buddhism, when viewed from the percent achievement of 91.75% then from the response evaluation answers with a total score of 1468 and a percent achievement of 91.81%. Furthermore, based on the paired t test the values before and after Dhammaphala Vihara Sunday School with a score of 14.82 turned out to be very significant with an average difference of 17.55. So, STAD learning model greatly enhances the value of learning outcomes at the Vihara Dhammaphala sunday school.
The STUDI KOMPARATIF KINERJA DOSEN BERSTATUS PABBAJITA DENGAN GHARAVĀSA DI SEKOLAH TINGGI AGAMA BUDDHA (STAB) KERTARAJASA Wina Dhamayanti; Titik Hartini; Adji Sastrosupadi
Perspektif Ilmu Pendidikan Vol 35 No 2 (2021): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.352.9

Abstract

STAB Kertajasa is a Buddhist college which has two types of lecturer status, namely lecturer with the status of pabbajita and gharavāsa. The purpose of this study was to determine the differences in the performance of lecturers with the status of pabbajita and gharavāsa. The research design used was a survey form. The instrument used in this study was a questionnaire distributed to 27 second semester students and 27 semester VI students. Data were tabulated and analyzed using a Likert scale and t-test. The results of this study indicate that the second semester lecturers generally get higher performance scores than gharavāsa. Acquisition of values ​​on a continuum line said that lecturers with the status of pabbajita received the criteria for SB (Very Good), while those with status of gharavāsa ranged from B (Good) to SB (Very Good) with a total score and percent of achievement of each lecturer, namely 1803 (89.04%) for lecturers A, 1759 (86.86%) for lecturers B, 1637 (80.84%) for lecturers D, and 1597 (77.96%) for lecturers C. gharavāsa has performance with the criteria of SB (Very Good) which has a total score and percent of achievement, namely 1901 (93.88%) for lecturer E, 1759 (86.86%) for lecturer F, 1642 (81.09%) for lecturer G , and 1812 (89.48%) for lecturers H. The difference in performance between lecturers with the status of pabbajita and gharavāsa semester II is in real areas and semester IV lecturers have very real differences. From this research, it is hoped that it can improve the performance of lecturers so that STAB Kertarajasa becomes better by having good quality lecturer performance.
PENGEMBANGAN MEDIA POWER POINT INTERAKTIF PADA PEMBELAJARAN TEMATIK SISWA KELAS V Trisniawati Trisniawati; Arina Aulia Niswatul Muniroh; Retno Utaminingsih
Perspektif Ilmu Pendidikan Vol 35 No 2 (2021): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.352.5

Abstract

This research aimed to produced an interactive powerpoint as the proper media in thematic learning process for five graders. Proper means this research able to produce a product that can be used in the thematic learning process for five graders. The resulting product aimed to make a flexible learning media. This research was a kind of research and development based on the model developed by Borg and Gall. This research was done by steps: preliminary studies, planning, development of draft media product, validation, one on one trials, small group trials, revision II. The developed media was validated by a material expert and a media expert before conducted direct trials at school. Subject of this research was SD N Trenten 2, Candimulyo, Magelang Regency, Jawa Tengah. The trials were conducted to a teacher for one on one trials, and to four students for the small group trials. Instruments used to collect data were unstructured observation, unstructured interview, and questionnaire (material expert validation, media expert validation, and product trial questionnaire). The result of this research shows that material expert validation gets 4,38 belongs to the very good category. The result of media expert validation gets 3,56 belongs to the good category. The result of one on one trials gets 4,17 belongs to the good category. The result of small group trials gets 4,23 belongs to the very good category. Based on those results, thematic learning interactive powerpoint which is packaged in the form of an interactive CD proper to be used in the subtheme 1 theme 5 thematic learning process for five graders
OPTIMALISASI KEBUTUHAN MURID DAN HASIL BELAJAR DENGAN PEMBELAJARAN BERDIFERENSIASI Wiwin Herwina
Perspektif Ilmu Pendidikan Vol 35 No 2 (2021): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.352.10

Abstract

Abstract: Differentiated learning is an attempt to adjust the learning process in the classroom to meet the individual learning needs of each student. Differentiated learning is an adjustment to interests, learning profiles, and student readiness in order to achieve increased learning outcomes. Through differentiated learning activities, all their needs are accommodated according to their interests or learning profiles. In classes that apply differentiation learning, teachers must think that students have diverse learning needs and differ from one another. There are four (4) components of differentiated learning, namely: content, process, product, and learning environment. Differentiated learning is able to help students achieve optimal learning outcomes, because the products they will produce are according to their interests. Differentiated learning process must provide ample space for students to demonstrate what they have learned. Products produced by students can be presented in an article, song, poem, infographic, poster, video performance, video animation or other forms according to the skills and interests of each group.
PENGEMBANGAN SEBUAH PENGAJARAN RESPONSIF BUDAYA (CRT) PADA KELAS DRAMA (SEBUAH KOLABORASI MAHASIWA DALAM PEMENTASAN DRAMA CERITA LOKAL) Erny Selfina Nggala Hambandima
Perspektif Ilmu Pendidikan Vol 35 No 2 (2021): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.352.8

Abstract

DEVELOPING A CULTURALLY RESPONSIVE TEACHING (CRT) ON TEACHING DRAMA ( A COLLABORATION ON STUDENTS’ LOCAL STORY DRAMA PERFORM) ESNHAbstract: This study is meant to investigate how lecturer develop a culturally responsive teaching on drama class especially students’ collaborative of local story drama perform. The problem of this research is formulated as how does the lecturer develop CRT on teaching drama? The study was stimulated by the writer’s interest to examine the CRT on a collaboration of 5th semester students’ local story drama performance by understanding the local story through drama teaching whereas nowadays teaching also touch about the local content. The research subjects are 5th semester students from 3 different classes that the writer collaborate them in a collaboration team. The writer randomly collaborate the students by means of getting them to adapt, cooperate and create their own acting to be more fearless, creative in front of the stage. A qualitative research was conducted by observing the students’ activity and watching the video documenting students’ performance. From the data result the writer found that the drama class based CRT are the students learn within the context of different culture, students being the center in teaching and learning process, students adjusted the learning with the group members and the teacher being the mediator to succeed the students’ project. The conclusion is the students enrich their knowledge of historical story from different ethnics as well as they authentically know the differences local story among them. The suggestions are the educators should convey the local content in teaching and learning process in class based culturally responsive teaching. Keywords: Developing, Culturally Responsive Teaching (CRT), Teaching Drama, Collaboration
RECEPTIVE LANGUAGE OF AUTISM-DEAF STUDENT Hilma Rahmatillah; Hartini Nara; Trisna Mulyeni
Perspektif Ilmu Pendidikan Vol 35 No 2 (2021): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.352.3

Abstract

This study aims to determine the receptive language shown by autism-deaf students. The subject in this study was an autism-deaf student at SLB Kembar Karya Pembangunan II. The research method used in this research is a case study with a qualitative research approach. The data was collected by observing, interviewing and documenting further data analysis in the field using the Miles and Huberman model. The results showed that the autistic-deaf students showed several receptive languages ​​that they had. The results shown are being able to match pictures, knowing nouns, being able to group colors and being able to follow instructions. These results indicate that autism-deaf students have receptive language and can develop language skills such as receptive and expressive language. Therefore, parents and teachers need to know the needs and abilities of autism-deaf students so that they can design appropriate activities and provide appropriate teaching and activities so that autistic-deaf students can develop receptive language skills.
PENGARUH SELF-MANAGEMENT DALAM MENINGKATKAN PRESTASI BELAJAR MAHASISWA STAB KERTARAJASA, BATU Wina Dhamayanti; Kadek Jaya Sumanggala; Adji Sastrosupadi
Perspektif Ilmu Pendidikan Vol 35 No 2 (2021): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.352.7

Abstract

Abstrak Penelitian ini dilakukan berdasarkan nilai hasil belajar mahasiswa berupa IPK. Rendahnya hasil belajar dikarenakan beberapa faktor salah satunya faktor dari dalam diri. Self-management dapat mempengaruhi tinggi rendahnya nilai hasil belajar mahasiswa. Self-management merupakan suatu upaya yang dilakukan oleh individu dalam mencapai tujuan yang dirumuskan dengan cara mengelola, mengatur, dan memaksimalkan potensinya. Penelitian ini bertujuan untuk mengetahui tingkat dan pengaruh Self-management terhadap prestasi belajar mahasiswa sāmaṇera/Aṭṭhasīlani dan reguler STAB Kertarajasa. Penelitian ini merupakan penelitian kuantitatif. Variabel penelitian ini meliputi Self-management (variabel bebas) dan prestas belajar (variabel terikat). Subjek dalam penelitian ini adalah mahasiswa yang berjumlah 28 orang. Metode pengambilan data yang digunakan adalah skala Self-management dan nilai Indeks Prestasi Komulatif. Teknik analisis data penelitian ini menggunakan analisis Uji t dan skala likert. Hasil penelitian ini menunjukan bahwa Self-management berpengaruh sangat efektif terhadap prestasi belajar, jika ditinjau dari persen capaian sebesar 76%. Berdasarkan analisis uji t nilai IPK Sāmaṇera/Aṭṭhasīlani dan Reguler menunjukkan bahwa ada perbedaan yang nyata antara IPK mahasiswa Sāmaṇera/Aṭṭhasīlani dengan reguler karena t hitung (2,564) t 0,05 = 2,056 t 0,01 (=2,779). Hal ini karena Sāmaṇera/Aṭṭhasīlani memiliki disiplin yang lebih baik. Kata kunci: self-management, prestasi belajar, mahasiswa. Abstract This research was conducted based on the value of student learning outcomes in the form of GPA. The low learning outcomes are due to several factors, one of which is internal factors. Self-management can affect the high and low value of student learning outcomes. Self-management is an effort made by individuals in achieving the goals formulated by managing, regulating, and maximizing their potential. This study aims to determine the level and influence of self-management on student achievement sāmaṇera/Aṭṭhasīlani and regular STAB Kertarajasa. This research is a quantitative research. The variables of this study include self-management (independent variable) and learning achievement (dependent variable). The subjects in this study were 28 students. The data retrieval method used is the Self-management scale and the value of the Cumulative Achievement Index. The data analysis technique of this research used t test analysis and Likert scale. The results of this study indicate that self-management has a very effective effect on learning achievement, when viewed from the percentage of achievement of 76%. Based on the t-test analysis of Sāmaṇera/Aṭṭhasīlani and Regular GPA values, it shows that there is a significant difference between the GPA of Sāmaṇera/Aṭṭhasīlani students and regular students because t count (2.564) > t 0.05 = 2.056 < t 0.01 (=2.779). This is because Sāmaṇera/Aṭṭhasīlani have better discipline. Keywords: self-management, learning achievement, students.
PENGARUH MODEL PEMBELAJARAN LURING DAN MODEL PEMBELAJARAN DARING TERHADAP PRESTASI BELAJAR SISWA METTA SCHOOL Wina Dhamayanti; Silvya Indraningtyas; Adji Sastrosupadi
Perspektif Ilmu Pendidikan Vol 35 No 2 (2021): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.352.2

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh antara model pembelajaran luring dan model pembelajaran daring terhadap prestasi belajar siswa SD Metta School Surabaya. Desain yang digunakan dalam penelitian berbentuk eksperimen dengan pendekatan kuantitatif. Instrumen yang digunakan dalam penelitian ini adalah angket yang disebarkan kepada 44 siswa SD dari kelas III-VI dan dokumen berupa nilai raport siswa. Data yang telah diperoleh dari penyebaran angket kemudian dianalisis menggunakan skala likert dan diuji dengan menggunakan uji-z. Hasil penelitian ini menunjukkan bahwa model pembelajaran luring dan model pembelajaran daring ada pengaruh terhadap prestasi belajar, jika ditinjau dari persen capaian sebesar 95% dan 79,75%. Selanjutnya berdasarkan uji-z diperoleh nilai signifikansi 6,827> , sehingga dapat disimpulkan bahwa ada pengaruh yang sangat nyata pada model pembelajaran luring dan model pembelajaran daring terhadap prestasi belajar. Jadi, peran guru dalam proses pembelajaran sangat penting untuk memancing motivasi belajar anak. Hal tersebut, juga harus didorong oleh usaha peserta didik dalam kegiatan belajar, sehingga pengalaman yang diperolehnya dapat memberikan manfaat dalam belajar. Kata-kata Kunci: Luring, Daring, Prestasi Belajar Abstract: The study aims to determine the difference in the effect of offline learning model and online learning model on student achievement at Metta School Surabaya Elementary School. The design used in this research is in the form of an experiment with a quantitative approach. The instrument used in this study was a questionnaire distributed to 44 elementary school students from grades III-VI and a document in the form of student report cards. Data obtained from questionnaire distribution and then analyzed using a Likert scale and tested using the z-test. The results of this study indicate that the offline learning model and online learning model have an influence on learning achievement, when viewed from the percentage of achievement of 95% and 79,75%. Furthermore, based on the z-test, a significance value of 6,827> was obtained, so it can be concluded that there is a very significance effect on the offline learning model and online learning model on learning achievement. Keywords: Offline Learning Model, Online Learning Model, Learning Achievement

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