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KARMAPATI (Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika) ISSN: 2252-9063
Published by Universitas Pendidikan Ganesha
ISSN : 22529063     EISSN : 26857006     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 39 Documents
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Search results for , issue "Vol. 5 No. 2 (2016)" : 39 Documents clear
ANALISIS PENERIMAAN SISTEM ABSENSI WAJAH DENGAN MENGGUNAKAN TECHNOLOGY ACCEPTANCE MODEL (TAM) STUDI KASUS: SMK NEGERI 1 SINGARAJA Putu Rima Yuliandewi .; Dr. Ketut Agustini, S.Si, M.Si. .; I Made Ardwi Pradnyana, S.T., M.T. .
KARMAPATI (Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika) Vol. 5 No. 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/karmapati.v5i2.8123

Abstract

Tujuan penelitian ini adalah untuk menganalisis penerimaan Sistem Absensi Wajah Dengan Menggunakan Technology Acceptance Model (TAM) di SMK Negeri 1 Singaraja. Ada tiga variabel yang dikaji yaitu variabel persepsi kemanfatan (usefulness), kemudahan (ease of use) dan penerimaan sistem (acceptance) dengan melibatkan 280 responden di mana meliputi; 240 responden siswa dan 40 responden guru dan pegawai yang menggunakan model Technology Acceptance Model (TAM). Variabel persepsi kemanfaatan (perceived usefulness) meliputi pendapat tentang sistem, penerimaan, optimalisasi pemanfaatan, menghemat waktu, meringankan pekerjaan dan pengolahan data, variabel persepsi kemudahan pengguna (perceived ease of use) meliputi mudah beradaptasi dan interface dan variabel persepsi penerimaan sistem (acceptance) meliputi sikap pengguna, alasan pengguna dan kelebihan sistem. Hasil penelitian ini menunjukkan bahwa (1) Terdapat pengaruh positif dan signifikan kemanfaatan terhadap penerimaan sistem absensi wajah di SMK Negeri 1 Singaraja .Berdasarkan nilai koefisien regresi yang bernilai positif 0.195, nilai korelasi regresi (R) bernilai positif 0.345, nilai t hitung > t tabel pada taraf signifikansi 5% (6.132 > 1.6503), koefisien determinasi (R²) sebesar 0.119; (2) Terdapat pengaruh positif dan signifikan kemudahan pengguna terhadap penerimaan sistem absensi wajah di SMK Negeri 1 Singaraja. Berdasarkan nilai koefisien regresi yang bernilai positif 0.658, nilai korelasi regresi (R) bernilai positif 0.535, nilai t hitung > t tabel pada taraf signifikansi 5% (10.561 > 1.6503), koefisien determinasi (R²) sebesar 0.286; (3) Terdapat pengaruh positif dan signifikan persepsi kemanfaatan dan kemudahan pengguna secara bersama-sama terhadap penerimaan sistem absensi wajah di SMK Negeri 1 Singaraja. Berdasarkan nilai korelasi regresi (R) bernilai positif 0.537, nilai F hitung > F tabel pada taraf signifikansi 5% (56.163 > 19.49), Adjusted R² sebesar 0.283.Kata Kunci : Sistem Absensi Wajah, Persepsi Kemanfaatan (Usefulness), Persepsi Kemudahan (Ease Of Use) , Penerimaan Sistem (Acceptance) The purpose of this research was to analyze the reception Face Attendance System Using Technology Acceptance Model (TAM) at SMK Negeri 1 Singaraja. There are three variables that were examined variable perceived usefulness, perceived ease of use and system acceptance involving 280 respondents which include; 240 student respondents and 40 respondents teachers and employees who use the model of the Technology Acceptance Model (TAM). Variable perceived usefulness includes opinions about the system, acceptance, optimize utilization, time-saving, ease of work and data processing, variable perceived ease of use includes adaptable and interfaces and variable system acceptance covers user attitudes, reasons and advantages of the system users. The results of this study indicate that (1) There is a positive and significant impact on the acceptance of expediency attendance system in the face of SMK Negeri 1 Singaraja. Based on the value of the regression coefficient is positive 0195, the value of regression correlation (R) 0345 is positive, the value of t> t table at a significance level of 5% (6132> 1.6503), the coefficient of determination (R ²) of 0119; (2) There is a positive and significant impact on the acceptance of user convenience attendance system in the face of SMK Negeri 1 Singaraja. Based on the value of the regression coefficient is positive 0658, the value of regression correlation (R) 0535 is positive, the value of t> t table at a significance level of 5% (10 561> 1.6503), the coefficient of determination (R ²) of 0286; (3) There is a positive and significant influence perceptions of usefulness and ease of use together against acceptance of the attendance system in the face of SMK Negeri 1 Singaraja. Based on the regression correlation value (R) 0537 is positive, the value of F count> F table at a significance level of 5% (56 163> 19:49), Adjusted R² of 0.283.keyword : Face Attendance System, Perceived Usefulness, Perceived Ease, Acceptance System.
Pengaruh Model Pembelajaran Creative Problem Posing Berbantuan Job Sheet Terhadap Hasil Belajar Siswa Kelas X Pada Mata Pelajaran Simulasi Digital SMK Negeri 1 Singaraja Tahun Ajaran 2015/2016 Kadek Agus Darma Yadnya .; Dr. Ketut Agustini, S.Si, M.Si. .; I Made Agus Wirawan, S.Kom, M.Cs .
KARMAPATI (Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika) Vol. 5 No. 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/karmapati.v5i2.8124

Abstract

Tujuan penelitian ini untuk mengetahui (1) perbedaan hasil belajar antara menggunakan model pembelajaran creative problem posing berbantuan job sheet dan model pembelajaran konvensional kelas X di SMKN 1 Singaraja, (2) Untuk mengetahui respon siswa terhadap pengaruh model pembelajaran creative problem posing berbantuan job sheet terhadap hasil belajar siswa kelas XI SMKN 1 Singaraja Jenis penelitian ini adalah eksperimen semu dengan rancangan Post Test Only With Non Equivalent Control Group Design. Pengumpulan data dilakukan dengan metode tes pilihan ganda untuk mengukur ranah kognitif. Data hasil belajar dianalisis melalui uji prasyarat yaitu uji normalitas dan homogenitas dengan hasil 2 kelompok berdistribusi normal dan homogen, dilanjutkan dengan uji hipotesis yang berarti terdapat pengaruh yang signifikan dalam penggunaan model pembelajaran Creative Problem Posing dan konvensional. Sedangkan untuk respon menggunakan metode angket. Hasil analisis angket model Creative Problem Posing diketahui 56% respon sangat positif, 28% respon positif dan 16% respon cukup positif. Kata Kunci : Creative Problem Posing, hasil belajar, dan respon siswa This research aimed to know (1) The influenced about the result of students’ study used Creative Problem Posing learning model (2) the highest result of study between Creative Problem Posing learning model (3) the students’ response toward Creative Problem Posing learning model application. Kind of this research was quasi experiment by Post Test Only with Non Equivalent Control Group Design. The data accumulation done by multiple choice tests to measured cognitive domain and skill test to psychomotor domain. The students’ result study analyzed by prerequisite test was normality test and homogeneity by the result of the two group which normal distribution and homogeneous, continued by hypothesis it means there are significant influenced in the used of Creative Problem Posing, and conventional. Meanwhile, the respond of used questionnaire method, the result of Creative Problem Posing model questionnaire known 56% very positive responses, 28% positive responses and 16% positive sufficient responses. keyword : Creative Problem Posing, the study result, students’ respond
Studi Komparatif Model Pembelajaran Somatic, Auditory, Visualization, Intellectually (SAVI) dan Auditory, Intellectually, Repetition (AIR) Terhadap Hasil Belajar TIK Siswa Kelas X SMA Negeri 2 Mengwi Tahun Ajaran 2015/2016 I Made Adi Palguna .; Dr. Ketut Agustini, S.Si, M.Si. .; Nyoman Sugihartini, S.Pd., M.Pd. .
KARMAPATI (Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika) Vol. 5 No. 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/karmapati.v5i2.8125

Abstract

Penelitian ini bertujuan untuk menganalisis (1) perbedaan hasil belajar siswa antara kelompok siswa yang belajar dengan menggunakan model pembelajaran SAVI dan AIR, (2) respon siswa terhadap penggunaan model pembelajaran SAVI dan AIR. Jenis penelitian ini adalah eksperimen semu dengan rancangan Post Test Only Control Group Design. Populasi penelitian ini adalah seluruh siswa kelas X di SMA Negeri 2 Mengwi tahun ajaran 2015/2016. Sampel dalam penelitian ini adalah kelas X1 sebagai kelas eksperimen 1 dengan model pembelajaran SAVI, kelas X2 sebagai kelas eksperimen 2 dengan model pembelajaran AIR dan X5 sebagai kelas kontrol. Terdapat dua jenis variabel dalam penelitian ini yaitu (1) variabel bebas adalah model pembelajaran SAVI dan AIR, dan (2) variabel terikat adalah hasil belajar. Pengumpulan data dilakukan dengan metode tes pilihan ganda untuk mengukur kemampuan ranah kognitif, uji keterampilan untuk mengukur kemampuan ranah psikomotor dan respon siswa menggunakan metode angket. Berdasarkan hasil analisis data, diperoleh hasil uji normalitas dan homogenitas ketiga kelompok berdistribusi normal dan homogen. Terdapat perbedaan hasil belajar yang signifikan setelah dilakukan uji hipotesis dengan menggunakan rumus Anova satu jalur (Fhitung=180,00) dan uji lanjut t-Scheffe yang dilakukan sebanyak 3 kali uji pasangan antara penggunaan model pembelajaran SAVI dan AIR (t=5,74), SAVI dan pembelajaran konvensional (t=18,55), AIR dan pembelajaran konvensional (t=12,81). Dilihat dari nilai rata-rata hasil belajar model pembelajaran SAVI (54,00), model pembelajaran AIR (49,55) dan pembelajaran konvensional (39,63), maka dapat disimpulkan model pembelajaran SAVI lebih baik daripada model pembelajaran AIR dan pembelajaran konvensional dengan hasil belajar yang lebih tinggi. Rata-rata skor respon siswa terhadap penggunaan model pembelajaran SAVI adalah 80,25 dapat dikategorikan sangat positif, dan respon siswa terhadap penggunaan model pembelajaran AIR adalah 78,98 dapat dikategorikan positif. Kata Kunci : Somatic, Auditory, Visualization, Intellectually (SAVI), Auditory, Intellectually, Repetition (AIR), hasil belajar dan respon siswa. The purposes of this research are to determine (1) the difference in students study result between groups of students that uses learning model of SAVI and AIR, (2) students respond towards learning model of SAVI and AIR. The type of this research is quasi-experiment with Post Test Only Control Group Design. Research population is all students of Class X at SMA Negeri 2 Mengwi, class of 2015/2016. Samples are class XI as experimental class 1 with learning model of SAVI, class X2 as experimental class 2 with learning model of AIR, and class X5 as control class. There are two variable types in this research, which are (1) learning model of SAVI and AIR as independent variable, and (2) study result as despendent variable. Data are collected through objective test methods to measure the cognitive domain, skill test to measure the psycho-motoric domain and student responds by using questionnaire method Based on the data analysis, it is obtained that normality test result and homogeneity’s of all three groups are distributed normally and homogen, thus the hypothesis test using One Way Anova Formula (Fvalue = 180,00) and further test of t-Scheffe is run 3 times to groups of learning model SAVI and AIR (t=5,74), SAVI and conventional learning model (t=18,55), AIR and conventional learning model (t=12,81). Based on the mean value of learning model SAVI (54,00), learning model AIR (49,55) and conventional learning model (39,36), it could be concluded that learning model SAVI is better than learning model AIR and conventional learning model, with the highest study result. Mean value of student respond towards learning model SAVI is 80,25 is categorized as positive, and student respond towards learning model AIR is 78,98 is categorized positive as well. keyword : Somatic, Auditory, Visualization, Intellectually (SAVI), Auditory, Intellectually, Repetition (AIR), study result and student respond.
STUDI KOMPARATIF PENGGUNAAN MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION DAN PROBLEM BASED LEARNING TERHADAP MOTIVASI DAN HASIL BELAJAR TIK SISWA KELAS VIII SMP NEGERI 1 SAWAN Ni Kadek Dwi Juli Lestari .; Dr. Ketut Agustini, S.Si, M.Si. .; Gede Saindra Santyadiputra, S.T., M.Cs .
KARMAPATI (Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika) Vol. 5 No. 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/karmapati.v5i2.8126

Abstract

Penelitian ini bertujuan untuk mengetahui motivasi dan hasil belajar siswa antara siswa yang dibelajarkan dengan model pembelajaran Team Assisted Individualiztion (TAI) dan model pembelajaran Problem Based Learning (PBL). Jenis penelitian ini adalah eksperimen semu atau disebut dengan quasi ekperimen. Dengan rancangan “Post Test Only With Non Equivalent Control Group Design”. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 1 Sawan tahun ajaran 2016/2017 yang berjumlah 333 orang. Sampel diambil dengan teknik simple random sampling. Sampel yang dipilih adalah kelas VIIIC menjadi kelas eksperimen 1 yang dibelajarkan dengan menggunakan model pembelajaran Team Assisted Individualiztion (TAI), VIIID menjadi kelas eksperimen 2 yang dibelajarkan dengan model pembelajaran Problem Based Learning (PBL), dan VIIIB menjadi kelas kontrol yang dibelajarkan dengan model pembelajaran konvensional. Data yang dikumpulkan dalam penelitian ini adalah hasil belajar siswa yang dikumpulkan dengan tes psikomotor dan objektif dimana tes psikomotor berjumlah 5 soal dan tes objektif berjumlah 30 butir soal. Data dianalisis dengan menggunakan statistik deskriptif dan ANOVA. Hasil penelitian menunjukkan bahwa terdapat perbedaan motivasi dan hasil belajar siswa yang signifikan anatara siswa yang belajar menggunakan model pembelajaran TAI, PBL, dan Konvensional dilihat dari nilai rata-rata. Nilai rata-rata kelompok kelas eksperimen TAI yaitu 39,51, nilai rata-rata kelompok eksperimen PBL yaitu 36,21, dan kelompok kelas kontrol adalah 32,29. Hasil belajar siswa yang belajar dengan model Team Assisted Individualiztion (TAI) lebih baik dibandingkan dengan siswa yang belajar menggunakan model pembelajaran Problem Based Learning (PBL), dan siswa yang belajar menggunakan model pembelajaran konvensional yang dilihat dari nilai rata-rata hasil belajar dari diterapkannya ketiga model.Kata Kunci : Study Komparatif, Team Assisted Individualization (TAI), Problem Based Learning (PBL), Motivasi, Hasil Belajar Siswa The purpose of this research was want to know students’ motivation and students’ learning outcomes which were taught by using Team Assisted Individualization (TAI) and Technique and problem Based Learning (PBL) technique. This research was quasi experimental and the design was “Post Test Only with non-Equivalent Control Group Design.” The population of this research was all of the students in eight grade of SMP Negeri 1 Sawan in academic year 2016/2017. There are 333 students, then the sample was selected by using simple random sampling technique. There were three class were selected as the sample for this research, which were VIIIC class was selected as experimental 1, who were taught by using Team Assisted Individualization (TAI) Technique, VIIID class as experimental 2, who were taught by using Technique and problem Based Learning (PBL) technique, and VIIIB as control group, who were taught by using conventional technique. The data collected in this research were the students’ learning outcomes that was tested by using psychomotor test and objective test. In psychomotor test there was 5 question and in objective test there was 30 items. Data were analyzed by using descriptive statistics and ANOVA. The result of this research was there are significant different on students’ outcomes between students who were taught by using Team Assisted Individualization (TAI) technique, Problem Based Learning (PBL) technique and Conventional technique. The students’ learning outcomes who were taught by using Team Assisted Individualization (TAI) technique had higher than the students who were taught by using Problem Based Learning (PBL) technique and Conventional technique.Key words: Think Pair Square, Think Pair Share, learning achievement, learning motivation, and student response. The result of the study showed that there was the significant difference of the motivation and learning result of the student between the students that were studied by TAI model, PBL model, and conventional model that has occurred by average of the result. The average result of the class group of TAI model was 39,51, the class group of PBL model was 36,21, and 32,29 for class control of conventional model. The learning result of the students that studied by TAI model was better that the students that studied by PBL model, and the students that studied by conventional learning model through the average of the learning result of the application of the three learning models.keyword : Comparative Study, Team Assisted Individualization (TAI), Problem Based Learning (PBL), Motivation, Students’ learning outcomes.
STUDI KOMPARATIF PENERAPAN MODEL TEAM ASSISTED INDIVIDUALIZATION DAN JIGSAW TERHADAP MINAT DAN HASIL BELAJAR TIK SISWA KELAS VIII SMP NEGERI 3 SINGARAJA Gede Bayu Pratama .; Dr. Ketut Agustini, S.Si, M.Si. .; I Ketut Resika Arthana, S.T., M.Kom .
KARMAPATI (Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika) Vol. 5 No. 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/karmapati.v5i2.8127

Abstract

Tujuan penelitian ini untuk mengetahui (1) Pengaruh hasil belajar TIK siswa kelas VIII dengan menggunakan model pembelajaran Team Assisted Individualization (TAI) dan Jigsaw, (2) Pengaruh model pembelajaran Team Assisted Individualization dan model pembelajaran Jigsaw terhadap minat siswa, (3) Respon siswa terhadap penerapan model pembelajaran TAI dan Jigsaw. Jenis penelitian ini adalah eksperimen semu dengan rancangan Post Test Only With Non Equivalent Control Group Design. Pengumpulan data dilakukan dengan metode tes pilihan ganda untuk mengukur ranah kognitif, uji keterampilan untuk ranah Psikomotor dan angket untuk mengukur minat belajar siswa dan respon siswa. Data hasil belajar dianalisis melalui uji prasyarat yaitu uji normalitas dan homogenitas dengan hasil ketiga kelompok berdistribusi normal dan homogen, dilanjutkan dengan uji hipotesis menggunakan Anova Satu jalur ( Fhitung = 27,5507) yang berarti Ho ditolak dan Ha diterima. Kemudian dilihat dari rata-rata hasil belajar model pembelajaran TAI (38,36) dan Jigsaw (34,48). Dilanjutkan dengan membandingkan kedua model pembelajaran menggunakan uji t-Scheffe, didapatkan (t=3,9422), maka Ho ditolak dan Ha diterima. Untuk minat belajar dan respon siswa menggunakan metode angket. Hasil analisis angket model TAI diketahui 21% minat sangat tinggi, 79% minat tinggi. Sedangkan untuk model Jigsaw diketahui 91% minat tinggi, 9% minat sedang. Rata-rata hasil analisis angket TAI (194,3) dan Jigsaw (173,7). Hasil analisis angket respon model TAI diketahui 24% respon sangat positif, 73% respon positif dan 3% respon cukup positif. Sedangkan untuk model Jigsaw diketahui 9% respon sangat positif, 73% respon positif dan 18% respon cukup positif. Peneliti menyimpulkan bahwa terdapat pengaruh hasil belajar yang signifikan terhadap model TAI dan Jigsaw, dimana hasil belajar model TAI lebih tinggi dari model Jigsaw. Selain itu minat belajar dengan menggunakan model TAI lebih tinggi dari model Jigsaw serta model pembelajaran TAI dan Jigsaw mendapatkan respon yang positif.Kata Kunci : Team Assisted Individualization, Jigsaw, hasil belajar, minat belajar dan respon siswa The purpose of this study to determine (1) Effect of learning outcomes ICT eighth grade students by using model Team Assisted Individualization (TAI) and Jigsaw, (2) Effect of learning model Team Assisted Individualization and Jigsaw to the interest in students, (3) the response of students to the learning model application TAI and Jigsaw.The research is a quasi-experimental design with Post Test Only With Non-Equivalent Control Group Design. The data collection was conducted by multiple choice tests to measure cognitive, psychomotor skills testing for the realm and questionnaires to gauge student interest and student response. Learning outcomes data were analyzed through the prerequisite test is a test of normality and homogeneity with the results of the three groups of normal distribution and homogeneous, followed by hypothesis testing using Anova One lane (Fhitung = 27.5507) which means that Ho refused and Ha accepted. Then viewed from an average of learning outcomes learning model TAI (38.36) and Jigsaw (34.48). Followed by comparing two models of learning using Scheffe's t-test, it was found (t = 3.9422), then Ho is rejected and Ha accepted.For learning and student responses using questionnaires. The results of questionnaire analysis models known TAI 21% interest is very high, 79% of high interest. As for the Jigsaw model known high interest 91%, 9% interest being. The average results of questionnaire analysis TAI (194.3) and Jigsaw (173.7). The results of the analysis of questionnaire responses TAI known models 24% highly positive, 73% and 3% positive responses were quite positive response. As for the Jigsaw model known 9% highly positive, 73% positive response and 18% fairly positive response.The researchers concluded that there are significant learning outcomes significantly to the model TAI and Jigsaw, where the learning outcome model of TAI is higher than the Jigsaw model. Besides interest in learning to use models TAI higher than the Jigsaw model and learning model TAI and Jigsaw to get a positive response.keyword : Team Assisted Individualization, Jigsaw, learning outcomes, learning and student response
Hubungan Organisasi Belajar dan Budaya Organisasi Terhadap Kinerja Fakultas Teknik dan Kejuruan Undiksha Ketut Ngurah Alit Keniten .; Dr. Ketut Agustini, S.Si, M.Si. .; I Made Ardwi Pradnyana, S.T., M.T. .
KARMAPATI (Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika) Vol. 5 No. 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/karmapati.v5i2.8128

Abstract

Penelitian ini bertujuan untuk mengetahui (1) hubungan organisasi belajar terhadap kinerja fakultas teknik dan kejuruan Undiksha, (2) hubungan antara budaya organisasi terhadap kinerja fakultas tenik dan kejuruan Undiksha, dan (3) hubungan antara organisasi belajar dan budaya organisasi terhadap kinerja fakultas teknik dan kejuruan Undiksha. Penelitian ini adalah penelitian kuantitatif dengan metode Ex Post Facto. Penelitian ini dilakukan pada seluruh tenaga pendidik dan kependidikan dilingkungan FTK Undiksha dengan jumlah sampel sebanyak 57 responden. Variabel yang diteliti adalah dua variabel bebas yaitu organisasi belajar dan budaya organisasi, serta satu variabel terikat yaitu Kinerja FTK Undiksha. Data organisasi belajar, budaya organisasi dan kinerja FTK Undiksha diperoleh melalui penyaberan angket, serta untuk mendapatkan penjelasan mengenai hubungan-hubungan yang terjadi antar variabel penelitian dilakukan analisa dengan teknik korelasi dan regresi dengan terlebih dahulu melakukan uji prasyarat analisis yaitu uji normalitas, uji linieritas, uji multikolinieritas, uji heteroskedastisitas dan uji autokorelasi. Hasil penelitian menunjukkan terdapat hubungan yang positif dan signifikan antara organisasi belajar dengan kinerja fakultas teknik dan kejuruan Undiksha, terdapat hubungan yang positif dan signifikan antara budaya organisasi dengan kinerja fakultas teknik dan kejuruan Undiksha, dan secara bersama-sama terdapat hubungan yang positif dan signifikan antara organisasi belajar dan budaya organisasi dengan kinerja fakultas teknik dan kejuruan Undiksha.Kata Kunci : Organisasi Belajar, Budaya Organisasi, Kinerja. This study aims to determine (1) the correlation of learning organization on the performance of the faculty of technic and vocational Undiksha, (2) the correlation between culture organization on the performance of the faculty of technic and vocational Undiksha, and (3) the correlation between learning organization and culture organization on the performance of the faculty of technic and vocational Undiksha. This research is a quantitative research by Ex Post Facto method. This research was conducted on all educators in the faculty of technic and vocational Undiksha with a total sample of 57 respondents. The variables studied were two independent variables that are learning organization and culture organization, as well as the dependent variable is the performance of the faculty of technic and vocational Undiksha. The data of learning organization, culture organization and the performance of the faculty of technic and vocational Undiksha are obtained through questionnaire, as well as doing an analysis using correlation and regression technic to get an explanation of the correlation that occur between the research variables, by first do the prerequisite test analysis, such as the normality test, linearity test, test multicollinearity, heteroscedasticity test and autocorrelation test. The results show a positive and significant correlation between learning organization with the performance of the faculty of technic and vocational Undiksha, there is a positive and significant correlation between culture organization with the performance of the faculty of technic and vocational Undiksha, and there is a positive and significant correlation between both learning organization and culture organization culture with the performance of the faculty of technic and vocational Undiksha.keyword : Learning Organization, Culture Organization, Performance
STUDI KOMPARATIF PENGGUNAAN MODEL PEMBELAJARAN PICTURE AND PICTURE DAN EXAMPLE AND NON EXAMPLE TERHADAP MINAT DAN HASIL BELAJAR SISWA (Studi Kasus : Kelas VII Pada Mata Pelajaran TIK SMP Negeri 1 Sawan Tahun Pelajaran 2015/2016) Putu Chandra Cahyana Putera .; Dr. Ketut Agustini, S.Si, M.Si. .; Nyoman Sugihartini, S.Pd., M.Pd. .
KARMAPATI (Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika) Vol. 5 No. 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/karmapati.v5i2.8130

Abstract

Tujuan penelitian ini untuk mengetahui (1) Pengaruh minat dan hasil belajar TIK siswa kelas VII dengan menggunakan model pembelajaran Picture and Picture dan Example and Non Example, (2) Hasil belajar yang lebih tinggi antara model pembelajaran Picture and Picture dan Example and Non Example, (3) respon siswa terhadap penerapan model pembelajaran Picture and Picture dan Example and Non Example. Pengumpulan data dilakukan dengan metode tes pilihan ganda untuk mengukur ranah kognitif dan uji keterampilan untuk ranah Psikomotor. Data hasil belajar dianalisis melalui uji prasyarat yaitu uji normalitas dan homogenitas dengan hasil ketiga kelompok berdistribusi normal dan homogen, dilanjutkan dengan uji hipotesis menggunakan Anova Satu jalur (F_hitung=22.368) yang berarti terdapat pengaruh yang signifikan dalam penggunaan model pembelajaran Picture and Picture, Example and Non Example, dan konvensional. Karena terdapat pengaruh yang signifikan maka dilanjutkan dengan uji t-Scheffe dengan hasil terdapat perbedaan yang signifikan antara model pembelajaran Picture and Picture dengan Example and Non Example (t=3.18), Picture and Picture dengan konvensional (t=6.68) dan Example and Non Example dengan konvensional (t=3.46), kemudian dilihat dari rata-rata hasil belajar model pembelajaran Picture and Picture (41.49), Example and Non Example (38.71), dan konvensional (34.46). Maka disimpulkan bahwa model pembelajaran Picture and Picture lebih baik dengan hasil belajar yang lebih tinggi. Sedangkan untuk minat dan respon menggunakan metode angket. Hasil analisis angket minat model Picture and Picture diketahui 71% minat sangat tinggi, 29% minat tinggi dan 77% respon sangat positif, 23%. Sedangkan untuk model Example and Non Example diketahui 83% minat sangat tinggi, 17% minat tinggi dan 94% respon sangat positif, 6% respon positif. Kata Kunci : Studi Komparatif, Picture and Picture, Example and Non Example, Minat, Hasil belajar This research aimed to know (1) The influenced about the interest and result of students’ TIK study used Picture and Picture and Example and Non Example learning model (2) the highest result of study between Picture and Picture and Example and Non Example learning model (3) the students’ response toward Picture and Picture dan Example and Non Example learning model application. The data accumulation done by multiple choice tests to measured cognitive domain and skill test to psychomotor domain. The students’ result study analyzed by prerequisite test was normality test and homogeneity by the result of the three group which normal distribution and homogeneous, continued by hypothesis test used a strip Anova (F_hitung=22.368) it means there are significant influenced in the used of Picture and Picture, Example and Non Example and conventional. Because of the significant influenced then continued by t-Sheffe with the result there are the significant differences between Picture and Picture and Example and Non Example learning model was (t=3.18), Picture and Picture with the conventional was (t=6.68), and Example and Non Example with the conventional was (t=3.46), then the average of the result study of Picture and Picture learning model was (41.49), Example and Non Example was (38.71), and conventional was (34.46). The concluded that the Picture and Picture learning model more effective to highest students result study. Meanwhile, the respond of used questionnaire method, the result of Picture and Picture model interest questionnaire known 71% very positive interest, 29% positive interest and 77% very positive responses, 23% positive responses. Then, Example and Non Example model known 71% very positive interest, 29% positive interest and 94% very positive responses, 6% positive responses. keyword : Studi Komparatif, Picture and Picture, Example and Non Example the study result,
Analisis Minat Siswa SMA dan SMK se-Kabupaten Buleleng yang Menerapkan Kurikulum 2013 Untuk Studi Lanjut di Jurusan Pendidikan Teknik Informatika Gede Rai Sutama .; Dr. Ketut Agustini, S.Si, M.Si. .; Nyoman Sugihartini, S.Pd., M.Pd. .
KARMAPATI (Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika) Vol. 5 No. 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/karmapati.v5i2.8131

Abstract

Penelitian ini bertujuan untuk mengetahui (1) Untuk mengetahui minat siswa SMA dan SMK melanjutkan studi ke jurusan pendidikan teknik informatika Undiksha Singaraja dikaitkan dengan implementasi kurikulum 2013. (2) Untuk mengetahui faktor-faktor apa saja yang mempengaruhi minat siswa SMA dan SMK untuk melanjutkan studi ke jurusan pendidikan teknik informatika Undiksha Singaraja dikaitkan dengan implementasi kurikulum 2013. Jenis penelitian ini adalah penelitian survey, sedangkan metodenya adalah deskriptif. Penelitian ini menganalisis secara deskriptif minat siswa SMA dan SMK se-Kabupaten Buleleng untuk melanjutkan studi pada Jurusan Pendidikan Teknik Informatika Undiksha Singaraja dan faktor-faktor yang mempengaruhinya. Penarikan sampel menggunakan Teknik Simple Random Sampling. Berdasarkn hasil penelitian, faktor terbesar yang mempengaruhi minat siswa SMA untuk melanjutkan studi pada jurusan PTI dengan adanya penerapan kurikulum 2013 yaitu faktor tujuan yang memiliki persentase sebesar 72%, kemudian faktor peluang dengan persentase 71% , faktor potensi dengan persentase 67%, faktor lingkungan sosial dengan persentase 66% dan faktor motivasi yang memiliki persentase terkecil yaitu 63%. Sedangkan faktor terbesar yang mempengaruhi minat siswa SMK untuk melanjutkan studi pada jurusan PTI yaitu faktor tujuan dengan persentase 81%, kemudian faktor peluang dengan persentase 79%, faktor potensi diri dengan persentase 75%, faktor lingkungan sosial dengan persentase 73% dan faktor motivasi dengan persentase terkecil yaitu 71%. , Kata Kunci : Survey, minat, faktor-faktor mempengaruhi minat This study aimed at determining (1) senior high school and vocational school students’ interest in continuing their study majoring in informatics engineering education UNDIKSHA Singaraja associated with the implementation of 2013 curriculum. (2) Determining factors which effected the interest of senior high school students and vocational school students in continuing their study to informatics engineering education department UNDIKSHA Singaraja associated with the implementation of 2013 curriculum. This is a kind of survey study which used descriptive method. This study analyze the interest of senior high school and vocational school students in continuing their study to informatics engineering education department UNDIKSHA Singaraja and the effecting factors descriptively. Simple Random Sampling was used for taking the sample. Based on the result, through the implementation of 2013 curriculum, the biggest effecting factor for senior high school students continuing their study in informatics engineering education department was 72% for goal factor. The other factors have percentage 71% for opportunity factor, 67% for potential factor, 66% for social environment and 63% for motivation factor as the smallest factor. Moreover, the biggest effecting factor for vocational school students continuing their study in informatics engineering education department was 81% for goal factor. Then the other factors have percentage 79% for opportunity factor, 75% for potential factor, 73% for social environment and 71% for motivation factor as the smallest factor. keyword : survey, interest, effecting factors of interest.
STUDI KOMPARATIF PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PROBLEM POSING DAN PROBLEM BASED LEARNING TERHADAP BERPIKIR KREATIF DAN HASIL BELAJAR SISWA KELAS VII MATA PELAJARAN TIK SMP NEGERI 1 SAWAN TAHUN PELAJARAN 2015/2016 Ketut Mahendra .; Dr. Ketut Agustini, S.Si, M.Si. .; Gede Saindra Santyadiputra, S.T., M.Cs .
KARMAPATI (Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika) Vol. 5 No. 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/karmapati.v5i2.8132

Abstract

Tujuan penelitian ini untuk mengetahui kemampuan berpikir kreatif dan hasil belajar antara siswa yang belajar menggunakan model pembelajaran Problem Posing dan model pembelajaran Problem Based Learning (PBL). Jenis penelitian ini adalah eksperimen semu dengan rancangan Post Test Only Control Group Design. Populasi penelitian adalah seluruh siswa kelas VII SMPN 1 Sawan. Sampel penelitian yaitu kelas VIIF dengan jumlah 39 siswa, kelas VIIH dengan jumlah 33 siswa dan kelas VIIC dengan jumlah 36 siswa, jadi jumlah keseluruhan sampel penelitian yaitu 108 siswa. Pengumpulan data dilakukan dengan metode tes pilihan ganda untuk mengukur ranah kognitif dan uji keterampilan untuk ranah Psikomotor. Data hasil belajar dianalisis melalui uji prasyarat yaitu uji normalitas dan homogenitas dengan hasil ketiga kelompok berdistribusi normal dan homogen, dilanjutkan dengan uji hipotesis menggunakan Anova Satu jalur (F_hitung=23.098) yang berarti terdapat perbedaan hasil belajar yang signifikan antara siswa yang menggunakan model pembelajaran Problem Posing, Problem Based Learning, dan konvensional. Karena terdapat perbedaan yang signifikan maka dilanjutkan dengan uji t-Scheffe dengan hasil terdapat perbedaan yang signifikan antara model pembelajaran Problem Posing dengan Problem Based Learning (t=3.09068), Problem Posing dengan konvensional (t=4.10684) dan Problem Based Learning dengan konvensional (t=3.21616). Sedangkan untuk kemampuan berpikir kreatif menggunakan metode angket. Hasil analisis dengan uji hipotesis menggunakan Anova Satu jalur (F_hitung=17.871) yang berarti terdapat perbedaan kemampuan berpikir kreatif antara siswa yang menggunakan model pembelajaran Problem Posing, Problem Based Learning, dan konvensional. Karena terdapat perbedaan yang signifikan maka dilanjutkan dengan uji t-Scheffe dengan hasil terdapat perbedaan yang signifikan antara model pembelajaran Problem Posing dengan Problem Based Learning (t=8.11422), Problem Posing dengan konvensional (t=16.48291) dan Problem Based Learning dengan konvensional (t=8.36869). Maka disimpulkan bahwa kemampuan berpikir kreatif lebih tinggi dan hasil belajar yang lebih baik antara model pembelajaran Problem Posing dibandingkan dengan model pembelajaran Problem Based Learning dan konvensional. Kata Kunci : problem posing, problem based learning, kemampuan berpikir kreatif, dan hasil belajar This research aimed to know the ability of creative thinking and learning outcomes among students who learn to use the Problem Posing and Problem Based Learning (PBL). Kind of this research was quasi experiment by Post Test Only Control Group Design. The study population was all students of class VII SMPN 1 Sawan. The research sample is class VIIF with the number of 39 students, the class VIIH with the number of 33 students and class VIIC with the number of 36 students, so the total number of research samples is 108 students. The data accumulation done by multiple choice tests to measured cognitive domain and skill test to psychomotor domain. The students’ result study analyzed by prerequisite test was normality test and homogeneity by the result of the three group which normal distribution and homogeneous, continued by hypothesis test used a strip Anova (F_hitung=23,098) it means there are significant difference in the used of Problem Posing, Problem Based Learning, and conventional. Because of the significant difference then continued by t-Sheffe with the result there are the significant differences between Problem Posing and Problem Based Learning model was (t=3.09068), Problem Posing with the conventional was (t=4.10684), and Problem Based Learning with the conventional was (t=3.21616). Meanwhile, the creative thinking abilities of used questionnaire method, the result by hypothesis test used a strip Anova (F_hitung=17.871) it means there are significant difference in the used of Problem Posing, Problem Based Learning, and conventional. Because of the significant difference then continued by t-Sheffe with the result there are the significant differences between Problem Posing and Problem Based Learning model was (t=8.11422), Problem Posing with the conventional was (t=16.48291), and Problem Based Learning with the conventional was (t=8.36869). The concluded that the ability to think creatively higher and better learning outcomes between Problem Posing as compared to the Problem Based Learning and conventional.keyword : Problem Posing, Problem Based Learning, creative thinking abilities, and the study result.
Pengembangan E-modul Berbasis Project Based Learning pada Mata Pelajaran Pemrograman Web kelas X di Smk Negeri 3 Singaraja I Kadek Adi Winaya .; I Gede Mahendra Darmawiguna, S.Kom, M.Sc .; I Gede Partha Sindu, S.Pd., M.Pd. .
KARMAPATI (Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika) Vol. 5 No. 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/karmapati.v5i2.8203

Abstract

Abstrak - Penelitian ini bertujuan (1) Untuk merancang dan mengimplementasikan Pengembangan E-modul Berbasis Project Based Learning pada Mata Pelajaran Pemrograman Web Kelas X di SMK Negeri 3 Singaraja. (2) Untuk mengetahui respon siswa dan guru terhadap Pengembangan E-modul Berbasis Project Based Learning pada Mata Pelajaran Pemrograman Web Kelas X di SMK Negeri 3 Singaraja. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian dan pengembangan. dengan model pengembangan ADDIE. Subjek penelitian ini yaitu siswa kelas X Teknik Komputer dan Jaringan dan guru mata pelajaran Pemrograman Web di SMK Negeri 3 Singaraja tahun ajaran 2016/2017. Untuk mengetahui respon siswa dan guru terhadap e-modul diperoleh dengan menggunakan metode angket. Hasil penelitian menunjukkan bahwa: 1) Hasil rancangan dan implementasi e-modul yang telah dikembangkan pada mata pelajaran pemrograman web untuk siswa kelas X Teknik Komputer dan Jaringan dengan menggunakan model pembelajaran Project Based Learning di SMK Negeri 3 Singaraja dinyatakan berhasil diterapkan berdasarkan beberapa uji yang dilakukan. 2) Hasil analisis data respon siswa menunjukkan bahwa persentase siswa yang memberikan respon sangat baik sebesar 16%, persentase siswa yang memberikan respon baik sebesar 84%, dan tidak ada siswa yang memberikan respon cukup, kurang, maupun sangat kurang. Sedangkan hasil analisis data respon guru menunjukkan bahwa persentase guru yang memberikan respon sangat baik sebesar 100%, dan tidak ada guru yang memberikan respon baik, cukup, kurang, maupun sangat kurang. Kata Kunci : E-Modul, Pemrograman Web, Model Project Based Learning, Abstract—The purposes of this research were (1) To design and implement of the Development of E-module based the Project Based Learning on the Web Programming Subject of the X grade of SMK Negeri 3 Singaraja. (2) To know the students and the teachers response toward the Development of E-module based of Project Based Learning on the Web Programming Subject in X grade of SMK Negeri 3 Singaraja. The method that used in this research was research and development by ADDIE development model. The subjects of the study were all of the students and the teachers of X grade of Computer and Networking Engineering department of SMK Negeri 3 Singaraja in the academic year 2016/2017. To know the students and the teachers response toward the e-module obtained was collected by questionnaires method. The results has showed that: 1) The design and implementation of e-module that was developed on the web programming for the students of X grade of Computer and Networking Engineering department of SMK Negeri 3 Singaraja by using model Project Based Learning was successfully applied according the several test that has done before, 2) The results of the data analysis of students response have indicated that the percentage of 16% were good, the precentage of good were 84%, and no student response was for moderate, deficient, nor very deficient. Besides, the results of the teachers response data analysis showed that the percentage of 100% for very well response and no teacher gave for good, moderate, deficient, nor very deficient.keyword : E-Module, Web Programming, Project Based Learning Model,

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