Neraca: Jurnal Pendidikan Ekonomi
The publication of Neraca: Jurnal Pendidikan Ekonomi indeed participates in disseminating the results of research and review of science and technology development conducted by lecturers and researchers especially from UM Palangkaraya and other universities. This edition contains eight articles consisting of Education topics.
Articles
159 Documents
<![CDATA[Upaya Meningkatkan Motivasi Belajar dan Hasil Belajar Ekonomi dengan Menggunakan Model Student Team Achievement Division (STAD) pada Kelas X di SMA Negeri 1 Katingan Hilir ]]>
<![CDATA[Yulisa Septiana]]>;
<![CDATA[Muhammad Jailani]]>
<![CDATA[ Neraca: Jurnal Pendidikan Ekonomi Vol 4 No 2 (2019): Neraca: Jurnal Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (187.192 KB)
|
DOI: 10.33084/neraca.v4i2.703
<![CDATA[This study aims to, 1) Know the activities of students, 2) Know the learning motivation of students, 3) Increase the results of learning Economics after using the STAD Model on students of class X6 of Katingan Hilir 1 High School. This type of research is the Class Action Research (CAR). The type of model used is the STAD Model. The subjects of this study were students of class X 6 of Katingan Hilir 1 Senior High School, totaling 22 students as well as research samples. Data collection techniques used are observation, tests, and documentation. Data analysis techniques are based on the results of the cycle during the learning process. The results of the study show that: 1) The activity of students increases and is better. This is indicated by the learning activities of the first cycle which scored 58.65 (2.67) which increased in the second cycle with a score of 78.67 (3.58). 2) The learning motivation of students increases, this is shown from the observation sheet cycle I obtaining a score of 62.66 (22.85) increasing in the second cycle with a score of 72.06 (3.28). 3) There is an increase in student learning outcomes by using the Student Team Aiviement Divison (STAD) model. This is intended from the learning outcomes of students in the first cycle of 72.31 (72.27%) increasing in the second cycle to 78.3 (100%).]]>
<![CDATA[Upaya Meningkatkan Hasil Belajar IPS Ekonomi Menggunakan Model Pembelajaran Kooperatif Tipe Co-Op Co-Op pada Kelas VIII IPS-2 SMP Islam Nurul Ihsan Palangka Raya ]]>
<![CDATA[Rizki Amalia]]>;
<![CDATA[Muhamad Ramli]]>
<![CDATA[ Neraca: Jurnal Pendidikan Ekonomi Vol 4 No 2 (2019): Neraca: Jurnal Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (49.057 KB)
|
DOI: 10.33084/neraca.v4i2.704
<![CDATA[This study aims to (1) To find out how the learning activities of class VIII IPS-2 students of ISLAMIC NURUL IHSAN SMP Palangka Raya using cooperative learning models Co-op Co-op type. (2) To improve the economics of Class VIII IPS social studies learning outcomes of 2 students in the Islamic Middle School of NURUL IHSAN in Palangka Raya using a cooperative learning Co-op type Co-op model. This type of research is classroom action research (CAR). The students of class VIII IPS-2SMP ISLAMIC NURUL IHSAN Palangka Raya with a total of 30 students. Data collection techniques used are observation and tests. Data analysis used is qualitative analysis and quantitative analysis. (1) The activity of both students during economic social studies learning using a cooperative learning Co-op type Co-op model. The first cycle scores 3 on average with good criteria. In the second cycle, the average score was 3 with good criteria. (2) There are increases in students' economic social studies learning outcomes after using cooperative learning Co-op type Co-op model. The results of this study are as follows: (below the KKM value> 70) with 23% classical completeness with the criteria not reached. Cycle I obtained an average value of 67 with 63% classical completeness with criteria not reached. Cycle II obtained an average value of 87 with 100% classical completeness with the criteria reached.]]>
<![CDATA[Upaya Meningkatkan Hasil Belajar Ekonomi dengan Menggunakan Media Kongkrit pada Peserta Didik Kelas XI SMK YPSEI Palangka Raya Tahun Pelajaran 2014/2015 ]]>
<![CDATA[Yeni Yeni]]>;
<![CDATA[Santi Endriani]]>
<![CDATA[ Neraca: Jurnal Pendidikan Ekonomi Vol 4 No 2 (2019): Neraca: Jurnal Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (134.033 KB)
|
DOI: 10.33084/neraca.v4i2.702
<![CDATA[This study aims to: (1) To improve learning activities by using concrete media on economic subjects, (2) To improve the learning outcomes of Economics by using concrete media on students of class XI YPSEI Vocational School in Palangka Raya. The method used by researchers is to use a class action research design (CAR) that seeks to solve or answer the problems faced in the current situation. For data collection techniques used are tests and observations. While in this study using the percentage of classical and individual completeness formula. The results of the study show that: (1) Learning activities of students using concrete media money in learning is more active and applied. In the first cycle the score of learning activities was 3.4 with good categories, then in the second cycle 3.73 with good criteria, (2) There was an increase in student learning outcomes in economic lessons using concrete money media. The pre-action average value of 35.25 and completeness in classical 5%. The average value in cycle I 51.25 and completeness in classical 45%. The average value in cycle II 88 is 100% classical.]]>
<![CDATA[Upaya Meningkatkan Hasil Belajar Ekonomi Dengan Menggunakan Model Kooperatif Tipe Investigasi Kelompok Pada Peserta Didik ]]>
<![CDATA[Eny Puspitasari]]>;
<![CDATA[Supardi Supardi]]>
<![CDATA[ Neraca: Jurnal Pendidikan Ekonomi Vol 3 No 1 (2017): Neraca: Jurnal Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (56.384 KB)
|
DOI: 10.33084/neraca.v3i1.925
<![CDATA[This study aims to determine the increase in economic learning outcomes and activities of students of class XI IPS 1 in Palangka Raya Muhammadiyah High School in economic learning using cooperative learning models of group investigations. The method used in this study was to use the Classroom Action Research design. The subjects in this study were 23 students. The results of the study showed that the learning outcomes and learning activities of students increased. This is evident from the average score of economic learning activities of students in the first cycle to the second cycle, which is 43.8 which includes a category increased to 47 which includes a very increasing category. the pre-test learning outcomes averaged 52.82 with 39% completeness, the post-test results in the first cycle average score 77.39 with completeness 69.5%, and the post-test results in cycle II averaged 99.13 with completeness 100% criteria are very achievable.]]>
<![CDATA[Hubungan Penggunaan Fasilitas Belajar Dan Motivasi Belajar Dengan Hasil Belajar Ekonomi ]]>
<![CDATA[Jojon Susanto]]>;
<![CDATA[Sonedi Sonedi]]>
<![CDATA[ Neraca: Jurnal Pendidikan Ekonomi Vol 3 No 1 (2017): Neraca: Jurnal Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (156.549 KB)
|
DOI: 10.33084/neraca.v3i1.926
<![CDATA[The purpose of this study was to determine whether there was a significant relationship between: (1) the use of learning facilities with results, (2) motivation to learn with learning outcomes, (3) use of learning facilities and motivation to learn with learning outcomes. This research is quantitative descriptive. the number of samples is 104. The sample selection uses the Probability Sampling technique of simple Random Sampling. Data was collected using questionnaire and documentation methods. Test requirements analysis using the Normality test. The results of the study: (1) There is a positive relationship between the use of learning facilities and learning outcomes, analysis: rx1y = 0. 206 and rtable = 0. 195. (2) There is a positive relationship between motivation to learn and learning outcomes, analilis: rx2y = 0. 225 and rtable = 0. 195. (3) There is a shared positive relationship between the use of learning facilities and learning motivation with learning outcomes, analysis: rx1x2y = 0. 298 and rtable = 0. 195. The relationship is included in the low category because based on the calculation of the coefficient of determination the relationship between the use of learning facilities and learning motivation with economic learning outcomes is found at 8. 88%.]]>
<![CDATA[Upaya Meningkatkan Hasil Belajar Ekonomi Melalui Model Pembelajaran Kooperatif Tipe Jigsaw Pada Peserta Didik Kelas XI-8 SMAN-4 Palangka Raya ]]>
<![CDATA[Juliansyah Juliansyah]]>;
<![CDATA[Ilham Ilham]]>
<![CDATA[ Neraca: Jurnal Pendidikan Ekonomi Vol 3 No 1 (2017): Neraca: Jurnal Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (167.26 KB)
|
DOI: 10.33084/neraca.v3i1.927
<![CDATA[This study aims to improve learning outcomes and describe the learning activities of students in the process of economic learning using the Cooperative Type Jigsaw learning model. The subjects in this study amounted to 37 students of class XI-8 of SMAN-4 Palangkaraya. The method used is to use Classroom Action Research (CAR). For data collection techniques used are observation, documentation, and tests. research results: (1) Learning activities of students are more active during the economic learning process by using the Cooperative Type Jigsaw learning model; (2) There is an increase in economic learning outcomes. This is seen from the data on student learning outcomes, in the first cycle the average student learning outcomes were 70.14 and classical completeness was 64.86% and in the second cycle it increased to 83.24 and classical completeness was 86.49% . The minimum standard for completeness determined by schools for Economics is 75.]]>
<![CDATA[Upaya Meningkatkan Hasil Belajar Ekonomi Dengan Menggunakan Metode Pembelajaran Learning Start With A Question Pada Perserta Didik ]]>
<![CDATA[Nopi Nopi]]>;
<![CDATA[Iin Nurbudiyani]]>
<![CDATA[ Neraca: Jurnal Pendidikan Ekonomi Vol 3 No 1 (2017): Neraca: Jurnal Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (43.111 KB)
|
DOI: 10.33084/neraca.v3i1.932
<![CDATA[This study aims to determine the Activity and Enhancement of student learning outcomes in economic learning using the Lesing Start With A Question (LSQ) method. The subjects in this study were all participants of the X-11 class of SMA 3 Palangka Raya, which numbered 40 people, where data collection used observation and test sheets. The results of the study show that the activities and learning outcomes of students appear to be more active and increasingly higher by using the Learning Start With A Question (LSQ) Method on Economics subjects. It was proven that the pre-action learning results obtained an average value of 62.88 including in the criteria not achieved, then in the first cycle it increased, with an average value of 78.5 which was included in the category not achieved with classical completeness of 52.5% and referred to in the category achieved. Cycle II with an average value of 91 referred to in the category has been achieved and classical completeness obtained 87.5% or 35 students participating in studying economics with statement material based on the content of the text.]]>
<![CDATA[Penerapan Model Pembelajaran Tipe Jigsaw Dalam Meningkatkan Hasil Belajar Ekonomi Perserta Didik Kelas XI IPS di SMAN-2 Palangkaraya ]]>
<![CDATA[Sarinah Sarinah]]>;
<![CDATA[Orhan Orhan]]>
<![CDATA[ Neraca: Jurnal Pendidikan Ekonomi Vol 3 No 1 (2017): Neraca: Jurnal Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (42.264 KB)
|
DOI: 10.33084/neraca.v3i1.933
<![CDATA[This study aims to determine the increase in learning outcomes and learning activities of students in learning Economics. The type of this research is the Kolas Action Research (PTK) with the research subject of all students in the XI IPS 4 class of SMAN-2 Palangka Raya, which amounted to 34 students. The data collection technique in this study uses tests and observations. Data analysis uses qualitative and quantitative data analysis. The results of this study indicate that: (I) Economic learning activities through the use of the Jigsaw type cooperative learning model for students of class XI IPS 4 of SMAN 2 Palangka Raya active and well categorized. (2) the use of the Type Jigsaw Cooperative learning model dpalpal to improve student learning outcomes indicated by the acquisition of an average value of 66.32 in the first cycle increased to 80.20 in the IL cycle Classical learning completeness also increased with a value of 47% in the cycle I increased to 97% in the II cycle]]>
<![CDATA[Upaya Meningkatkan Hasil Belajar Ekonomi Menggunakan Metode Problem Solving pada Peserta Didik Kelas X di SMAN 2 Katingan Hilir ]]>
<![CDATA[Seri Sumiati]]>;
<![CDATA[Muhammad Ramli]]>
<![CDATA[ Neraca: Jurnal Pendidikan Ekonomi Vol 3 No 1 (2017): Neraca: Jurnal Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (149.278 KB)
|
DOI: 10.33084/neraca.v3i1.934
<![CDATA[This study aims to determine the learning activities of students, and increase the results of economic learning after using the Problem Solving method. This study is a Classroom Action Research (CAR). The subjects of this study were students of class X IPS at SMAN-2 Katingan Hilir consisting of 31 students. Analysis of the data used in this study are qualitative data and quantitative data. Research results (1) Learning activities of Class X students at SMAN-2 Katingan Hilir after using the Problem Solving Method became good. The first cycle scores an average of 2.45 with the criteria Good Enough, then in Cycle II the average score obtained by students is 3.8 with good criteria. (2) There is an increase in students' economic learning outcomes by using the Problem Solving Method. in the pre-action process when Pre Test obtained an average value of 73 with 42% classical completeness with criteria not achieved, Cycle I obtained an average value of 82 with classical completeness of 80.64% with criteria not reached and in post test cycle II obtained an average score -ata 92 with 100% classical completeness with Reached criteria.]]>
<![CDATA[Pelaksanaan Pembelajaran Akuntansi Kelas XI A1 Pada SMKN-1 Katingan Hilir ]]>
<![CDATA[Siti Sundari]]>;
<![CDATA[Endang Sri Suyati]]>
<![CDATA[ Neraca: Jurnal Pendidikan Ekonomi Vol 3 No 1 (2017): Neraca: Jurnal Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (242.942 KB)
|
DOI: 10.33084/neraca.v3i1.936
<![CDATA[This study aims to find out how the implementation of accounting learning, the subject under study is Vocational High School 1 Katingan Hilir. This study uses qualitative methods with descriptive research types, which are the subjects of this study are principals, accounting teachers, and students. Accounting class XI and Class XII are still referring to the KTSP curriculum, some important points obtained are: 1) the teacher prepares lesson plans as direction in the implementation of accounting learning activities, 2) pray before starting the lesson, 3) attend students, 4) identification of learners 'needs, 5) material delivered by using methods in carrying out competency examination assignments in each student's accounting book, 6) evaluating the achievement of students' learning goals consisting of skills in working on problems, neatness and accuracy. Based on the results of research found in the field that the implementation of accounting learning has not been maximal and the applied accounting subjects have not run optimally.]]>
