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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 344 Documents
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ANALISIS KEBUTUHAN UNTUK MENINGKATKAN KEMAMPUAN TENAGA KEPENDIDIKAN DALAM MENERAPKAN PENGUASAAN PRIBADI Puspitasari, Citra Dewie
Perspektif Ilmu Pendidikan Vol. 27 No. 1 (2013): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (989.776 KB) | DOI: 10.21009/PIP.271.9

Abstract

The research is aimed to identify the needs for teacher’s personal mastery at SMA Negeri 111 Jakarta, from tracing the gap, the gap factor, to select a range of interventions that made it possible to develop personal mastery. Needs assessment adapted Mager and Pipe model (1970) and Rosset’s performance analysis model (2009). The research was conducted at SMA Negeri 111 Jakarta from April through Mei 202, using sampling purposive. All active teachers, the Principal, and representatives of SMA Negeri 111 Jakarta second-grade students were sample. Data was gathered by using questionnaires and interviews. Questionnaires were analyzed by descriptive statistical methods, while the interviews through data reduction, data presentation, and conclusion. The result revealed that there were gaps on the dimension of self-awareness, perceptual acuity, emotional mastery, flexibility and adaptability, autonomy, and creative resourcefulness.
PENERAPAN PERMAINAN HEADING SEPAK BOLA DI SMA Dede Dwiansyah Putra
Perspektif Ilmu Pendidikan Vol 31 No 2 (2017): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (157.545 KB) | DOI: 10.21009/PIP.312.1

Abstract

Football requires coordination between one technique with another very complicated procedure. The purpose of this study is to get a comprehensive picture of football heading game implementation in high school students. This research was conducted at SMA Negeri 13 Palembang 2012/2013 school year. This study uses the design of One Group Pretest-Posttest Design research, with the population of students of grade X SMA Negeri 13 Palembang, amounting to 147 students and using the sample of students of class X.B SMA Negeri 13 Palembang which stood to 38 people taken by using Cluster Sampling technique. The results showed that the application of football heading game, the game in pairs, header triangle, and volleyball heading turned out to give a significant effect on the results of learning heading on students X.B SMA Negeri 13 Palembang. This research recommends preparing the material according to the characteristics of the material and the learners.
PELAKSANAAN KURIKULUM PEMBELAJARAN MENGELOLA EMOSI DAN PERILAKU BAGI SISWA SEKOLAH DASAR SEKOLAH LUAR BIASA BAGIAN G RAWINALA JAKARTA TIMUR Siti Nuraini Purnamawati; Elais Retnowati
Perspektif Ilmu Pendidikan Vol 31 No 2 (2017): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (183.068 KB) | DOI: 10.21009/PIP.312.2

Abstract

Many parents and communities are sending children with special needs to the regular schools of inclusive education providers rather than SLB. This study aims to obtain information about the curriculum in the implementation of learning to manage emotions and behavior for elementary school students Special School (SLB) section G (have more than one special needs) Rawinala East Jakarta. This research uses a descriptive method. The focus of this study is the implementation of learning to manage emotions and behavior in students aged 7 to 12 years in SLB G Rawinala. Research contexts include curriculum currently used by SLB G Rawinala, the existence of learning to manage emotions and behavior for learners ages 7 to 12 years, learning objectives, methods used, materials taught, learning media. The results show that learning to manage emotions and behaviors are integrated into classroom learning, the goal is that learners can control themselves when their emotions explode. The learning method is individual. The material in teaching is dependent on the needs and conditions of the learners. Learning media used are objects that can be touched by them and not dangerous. Evaluation of learning using instruments developed by International Perkins Institutions.: SLB G, curriculum, learning to manage emotions and behavior.
EVALUASI PROGRAM MUTU BERBASIS SEKOLAH (MMBS) DI SMA N 61 UNGGULAN JAKARTA TIMUR (PENDEKATAN EVALUASI BERDASARKAN MODEL CIPP) Supadi Supadi
Perspektif Ilmu Pendidikan Vol 31 No 2 (2017): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (172.509 KB) | DOI: 10.21009/PIP.312.3

Abstract

One of the things that lead to the success and effectiveness of school institutions is due to the quality of student achievement. Achievement of student learning outcomes depends on the success of teachers in helping students to achieve learning outcomes. The purpose of this research is to evaluate the learning program covering input component, process, and output of learning process in SMA 61 Jakarta. The method used is a qualitative method. The study was conducted during 2014. Data analysis techniques used using interactive models that include data reduction, data presentation, and conclusions. The results of the evaluation of the quality program conducted in SMA 61 Jakarta related to input, process and output components. The combination of the three elements, inputs, processes, and product quality is the determining factor to improve the quality of education. This study found the participation of school committees in the implementation of education at SMAN 61 Jakarta is not optimal. Therefore, it is expected that school committees can optimally not only mobilize education funding from the community.
MENGEMBANGKAN PUSAT SUMBER BELAJAR DI PERGURUAN TINGGI BERDASARKAN MASALAH DAN KEBUTUHAN TERBARU Imam Fitri Rahmadi
Perspektif Ilmu Pendidikan Vol 31 No 2 (2017): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (202.484 KB) | DOI: 10.21009/PIP.312.4

Abstract

Learning resources center plays an important role in supporting academic excecution at university. However, the learning resources center context was changed, especially the context regarding to the problems and needs on the implementation of learning resources center. This article discuss the shifting problems and needs on the implementation of learning resources center based on evaluation research findings using Context, Input, Process, and Product (CIPP) evaluation models. The research was conducted in the State University of Jakarta’s learning resources center by non-participatory observation and interview with the stakeholders, questionnaire by stratified random sampling toward 212 students and 100 lecturers, and documents study of the learning resources center since 1986 to 2015. This research was conducted in PSB UNJ for seven months (November 2015 - May 2016). The problems updates and the needs developments that underlie the implementation of the learning resources center demands the development of vision and mission, goals, and new functions to be more responsive to the latest problems and needs.
KINERJA GURU PASCA SERTIFIKASI Sudirman Sudirman; Agus Hakri Bokingo
Perspektif Ilmu Pendidikan Vol 31 No 2 (2017): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.413 KB) | DOI: 10.21009/PIP.312.5

Abstract

Teachers play an important role in a learning process. Thus they are the main factor in determining a quality of human resource in which through the qualified human resource, Indonesia has a competitive capability. he government implements a program of teachers certification and expect to be able to improve their performance thus their main role in the sequence of learning can be achieved. The problem statement of this research is how teachers’ performance after certification is. This research aims to give information on how teachers’ performance after certification is towards an improvement of their performance quality. It applies qualitative approach while its data are both secondary and primary data. The data are obtained through literature study, observation, interview and focus group discussion. The research is conducted at all levels of formal education in District of Gorontalo in three months during the research period. Research finding shows that teachers’ performance after certification is good compared to the performance before certification. Regarding improvement of teachers’ performance quality, the government is expected to provide the teachers with information and technology mastery through continuous training or workshop activity.
PERAN FASILITATOR GURU DALAM PENGUATAN PENDIDIKAN KARAKTER (PPK) Iskandar Agung
Perspektif Ilmu Pendidikan Vol 31 No 2 (2017): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (248.581 KB) | DOI: 10.21009/PIP.312.6

Abstract

This paper aims to discuss the role of teacher facilitators in strengthening character education, especially n relation to the issuance of Permendikbud Number 23 Year 2017 on Five Day School (FDS) which requires teacher work hours for 8 (one hour) a day. LHS has double function. On one hand, FDS as an effort to enable teachers to fulfill their teaching hours 24 hours in a week, on the other hand as an effort to strengthen character education of students. Implicitly, strengthening character education is to support the optimization of teacher roles as part of the educational ecosystem and people who are at the forefront of learning. The role of teachers, especially as facilitators in the implementation of character education becomes the entry point of its success, and also as a vehicle to meet the needs of teacher teaching hours. This paper presents ideas on 13 facilitator’s roles that teachers can do. The application of FDS is expected to be filled by the role of facilitators presented in this paper, so it needs to be widely disseminated so that the school as soon as possible apply it.
PENGARUH PERCEIVED ORGANIZATIONAL SUPPORT, KARAKTERISTIK TIM DAN QUALITY OF WORK LIFE TERHADAP KOMITMEN ORGANISASI PADA PEGAWAI UNIVERSITAS NEGERI JAKARTA Heru Santosa
Perspektif Ilmu Pendidikan Vol 31 No 2 (2017): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.312.7

Abstract

Employee commitment describes the existence of an organization. Therefore, the existing human resources must be increased efficiency and productivity. The objective of this research was to obtain information concerning the effects of perceived organizational support, team characteristics and quality of working life toward employees’ organizational commitment at the State University of Jakarta by using a survey method with path analysis applied in a testing hypothesis. The research involved sixty four employees at the State University of Jakarta as respondent who was selected by simple random sampling. The time of the study was January - July 2016. These research findings are: (1) there was a direct effect of perceived organizational support toward organizational commitment; (2) there was a direct effect of team characteristics toward organizational commitment; (3) there was a direct effect of quality of working life toward organizational commitment; (4) there was a direct effect of perceived organizational support toward quality of working life; (5) there was a direct effect of team characteristics toward quality of work ing life. Therefore, organizational commitment could be improved by raising the effect of perceived organizational support, team characteristics and quality of working life.
MEMBACA IDEOVISUAL UNTUK SISWA TUNARUNGU Murni Winarsih
Perspektif Ilmu Pendidikan Vol 31 No 2 (2017): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (182.434 KB) | DOI: 10.21009/PIP.312.8

Abstract

Hearing impairments have an impact on the process of language acquisition of a student with hearing impairment causing a lack of vocabulary. This condition affects a student with hearing impairment while learning to read. Reading for a student with hearing impairment are taught simultaneously with the writing n saying a word called ideovisual reading. Ideovisual reading is reading children’s ideas while having a conversation that is contained in the form of visualization of text, images, and demonstration (role playing) according to the idea expressed. The purpose of this article is to provide knowledge about ideovisual reading for students with hearing impairment. Ideovisual reading is part of the stages in implementing the Maternal Reflective Method (MMR) should be done by teachers in hearing impairment education institution so it can assist the optimal of language acquisition.
JAM MENGAJAR GURU: TINJAUAN DARI SISI LAIN Iskandar Agung
Perspektif Ilmu Pendidikan Vol 32 No 1 (2018): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (196.102 KB) | DOI: 10.21009/PIP.321.5

Abstract

Regulations require teachers to meet the teaching burden of at minimum 24 hours / week and maximum 40 hours /week. However, in fact, for minimal hour's teaching, still many teachers who have not been able to fulfill it. The fulfillment of minimum obligations is a requirement for teachers to obtain Professional Teacher Allowances (TPG). Various ways have been attempted by interested parties, but the issue of teacher teaching hours is still problems. The fulfillment effort merely in terms of quantity, has not led to quality. For what teachers are forced to fulfill the obligation of teaching hours, e.g. by looking at other schools, being in the duties of the main school still indicates the achievement of the students' inadequate learning outcomes? Naturally if the fulfillment of obligations is not only in terms of quantity, but also quality. This means that the need to find an alternative fulfillment of teaching hours is functioning as a driver to improve the quality of teachers, so that a positive impact on improving student learning outcomes. With regard to the latter description that this paper is presented, that is to say, alternative thinking about the provisions of teaching hours teachers. References Agung, I. (2013). Penerapan sistem neuro associative conditioning (NAC) pada guru sebagai upaya meningkatkan mutu pendidikan. Jurnal Pendidikan dan Kebudayaan, 19(2), 297-304. doi: http://dx.doi.org/10.24832%2Fjpnk.v19i2.287 Agung, I. (2014). Kajian pengaruh kompetensi kepribadian dan sosial terhadap kinerja guru. Jurnal Ilmiah VISI, 9(2), 83-92. doi: https://doi.org/10.21009/JIV.0902.1 Agung, I. (2014). Panduan penelitian tindakan kelas bagi guru. Jakarta: Zikrul Bestari. Agung, I. (2017). Guru yang kompeten dan profesional: Orasi ilmiah profesor riset. Jakarta: Balitbang-Kemendikbud. Agung, I. (2018). Pengembangan keprofesian berkelanjutan (PKB) guru. Jakarta: Bee Media (akan beredar). Barge. S. (2010). Principles of problem and project based learning: The aalborg PBL model. USA: Aalborg University. Dalt, R. L. (2010). New era of management (era baru manajemen). Jakarta: Penerbit Salemba Empat. De Graaf, E., & Kolmos, A. (2003). Characteristics of problem-based learning. The International Journal of Engineering Education, 19(5), 657 - 662. Ditjen GTK. (2015). Hasil UKG guru tahun 2015. Jakarta: Kemendikbud. Ditjen GTK. (2016). Program guru pembelajar. Jakarta: Kemendikbud. Ditjen GTK. (2017). Data hasil pre-test dan post-test pelatihan guru pembelajar. Jakarta: Kemendikbud. Ditjen Anggaran Kementerian Keuangan. (2015). Kajian tunjangan profesi guru. Kanalinfo.web.id. Diakses melalui https://www.kanalinfo.web.id/2016/03/tunjangan-profesi-guru.html) Fiol, C. M. & Marjorie, A.L. (1985). Organizational learning. The Academy of Management Review, 10(4), 803-813. http://www.jstor.org/stable/258048 Hmelo-Silver, C.E. (2004). Problem based learning: What and how do student learn. Educational Psychology Review, 16(3), 235-266. doi: https://doi.org/10.1023/B:EDPR.0000034022.16470.f3 Lambros, A. (2004). Problem-based learning in middle and high school classrooms. CA: Corwin Press. Leithwood, K., Leonard L., & Sharratt, L. (1998). Conditions fostering organizational learning in schools. Educational Administration Quarterly, 34(2), 243-276. doi: https://doi.org/10.1177%2F0013161X98034002005 Mangkunegara, A.A.A. P. (2010). Evaluasi kinerja SDM. Jakarta: Salemba Empat. Marquardt, M.J. (1996). Building the learning organization. New York: McGraw-Hill. Pedler, M. (1998). A concise guide to the learning organization. London: Publisher Lemos & Crane. Puslitjak. (2013). Hasil penelitian jam mengajar guru. Jakarta: Balitbang-Kemendikbud. Robins, S.P., & Judge, T.A. (1997). Organization behavior. New York: McGraw-Hill. Rhem, J. (1998). Problem-based learning: An introduction. The National Teaching Learning Forum, 8(1), 1-7. Senge, P.M. (1990). The fifth discipline the art and practice of the learning organization. New York: Doubleday. Simatupang, B.M. (1995). ISO Seri 14000 dalam fokus organisasi belajar, manajemen & usahawanIndonesia. Organisasi Belajar (Learning Organization), 11(XXIV). Watkin, K. E.& Marsic, V.J. (1993). Sculpting the learning organization: Lessons in the art and science of systemic change. San Fransisco: Institue of Science Education.

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