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Jurnal Pendidikan

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Published by Universitas Terbuka

ISSN : 14111942 EISSN : 24433586 DOI : -

Core Subject : Education,

Education

Jurnal Pendidikan diterbitkan oleh Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Terbuka. Jurnal ini memuat artikel yang ditulis berdasarkan hasil penelitian dan analisis konseptual mencakup berbagai dimensi pendidikan, seperti kurikulum, pembelajaran, evaluasi, manajemen, kualitas Pendidikan, dan pemanfaatan teknologi komunikasi dan informasi, dalam berbagai jenjang pendidikan dan modus penyampaian pembelajaran

Arjuna Subject : -

Articles 267 Documents

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ANALISIS UNIT COST MAHASISWA DALAM PERENCANAAN PEMBIAYAAN PENDIDIKAN PADA PROGRAM PASCASARJANA (PPS) DI UNIVERSITAS TERBUKA Tita Rosita; Mohamad Nasoha; Suci Madiarti Isman
Jurnal Pendidikan Vol. 15 No. 1 (2014)
Publisher : LPPM Universitas Terbuka

Research on Unit Cost Analysis of Students in Planning Graduate Program In Education Financing (PEF) at the Open University aims to determine the costs of students who take the program PPs-UT, in order to obtain this financing real terms by analyzing three aspects of the unit cost, which is fixed costs (fixed costs), variable cost (variable cost), and opportunity costs are the responsibility of the student. For the long term, the expected results of this study can serve as guidelines and financial planning education for prospective students who wish to continue their education in Distance Education Program in accordance with the Open University Pascasarana UPBJJ-UT character of each area. The research was conducted at UT PPS program, with sample PPs UT students in semester IV. Sampling for this study using proportional random sampling. The method used in this research is descriptive method with qualitative approach. The results showed that the fixed costs (fixed cost) has the same magnitude value for each item to be paid, except for the new student registration fee, examination fee hearing, as well as the cost Thesis Guidance Residential (BTR). For the variable costs, the amount depending on the location of the students are, especially related to tutotial face to face and dependents live. For the opportunity cost (opportunity cost), students feel not lose the opportunity to work during the lecture at UT PPs, because the online college system as well as face to face tutorials (TTM) which was held on Saturday and Sunday do not interfere with their work schedule. Meanwhile, to plan their future education, student education financing plan by setting aside income. Penelitian mengenai Analisis Unit Cost Mahasiswa Dalam Perencanaan Pembiayaan Pendidikan Pada Program Pascasarjana (PPs) di Universitas Terbuka ini bertujuan untuk mengetahui biaya yang harus dikeluarkan mahasiswa yang mengikuti program PPs-UT, agar didapatkan satuan riil pembiayaan ini dengan menganalisis 3 aspek unit cost, yakni fixed cost (biaya tetap), variable cost (biaya variabel), dan opportunity cost yang menjadi tanggung jawab mahasiswa. Untuk jangka panjangnya, diharapkan hasil penelitian ini dapat dijadikan sebagai pedoman dan perencanaan pembiayaan pendidikan bagi calon mahasiswa yang ingin melanjutkan pendidikan pada Pendidikan Jarak Jauh Program Pascasarana Universitas Terbuka sesuai dengan karakter UPBJJ-UT masing-masing wilayah. Penelitian ini dilaksanakan pada program PPs UT, dengan sampel mahasiswa PPs UT pada semester IV. Pengambilan sampel untuk penelitian ini menggunakan proporsional random sampling. Metode yang digunakan dalam penelitian ini yaitu metode deskriptif dengan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa biaya tetap (fixed cost) memiliki besaran nilai yang sama untuk setiap item yang harus dibayarkan, kecuali untuk biaya registrasi mahasiswa baru, biaya ujian sidang, serta biaya Bimbingan Tesis Residensial (BTR). Untuk biaya variabel, besarannya tergantung dari lokasi mahasiswa berasal, terutama terkait dengan tutotial tatap muka dan tanggungan hidup. Untuk biaya kesempatan (opportunity cost), mahasiswa merasa tidak kehilangan kesempatan untuk bekerja selama mengikuti perkuliahan di PPs UT, dikarenakan sistem kuliah online serta tutorial tatap muka (TTM) yang diadakan hari Sabtu dan Minggu tidak mengganggu jadwal pekerjaan mereka. Sementara itu, untuk merencanakan pendidikan mereka ke depan, mahasiswa merencanakan pembiayaan pendidikannya dengan menyisihkan penghasilan.

MODEL PENDIDIKAN KETERAMPILAN HIDUP (LIFE SKILLS) BAGI ANAK PUTUS SEKOLAH KORBAN LUMPUR LAPINDO Sutini Sutini; Pardamean Daulay
Jurnal Pendidikan Vol. 15 No. 1 (2014)
Publisher : LPPM Universitas Terbuka

This article aims to describe the development of models of educational research skills (life skills) for school dropouts Lapindo mudflow victims. Collecting data dropouts and the desired type of life skills is done through interviews and kuesinoer. While the development of life skills education model using the methods of research and development by modifying the model Plomp. Data were analyzed descriptively and the average percentage and kualitatiof analysis model of Miles and Huberman (1992). The results showed that the characteristics of school dropouts in the Lapindo mudflow victims Siring village and sub-district Renojoyo Porong, Besuki village and Pejarakan Jabon subdistrict, and village districts Sentul Tanggulangin Kedungbendo and numbered 67 people. Of these the majority of high school education or equivalent, ie 30 people or 44.78%, while 26 people or 38.80% junior high school graduates, and 11 people, or 16.41% of primary school graduates or equivalent. Mostly aged between 16 and 18 years of age, ie 39 (58.20%). Type the desired skills are service motorcycles, sewing, mobile phone service, and home industries. Memindaklanjuti desire for school dropouts Lapindo mudflow victims (APSKLL), the three modules developed life skills education, the service module motorcycles, sewing skills module, and mobile phone service modules. Writing module is made as simple as possible, the basic material content, word choice tailored to the educational level, and comes in the form of examples and illustrative pictures are clear. However, the module has not been tested because it was before used in the training of life skills education for APSKLL advisable to conduct research trials modu use. Artikel ini bertujuan mendeskripsikan hasil penelitian pengembangan model pendidikan keterampilan hidup (life skills) bagi anak putus sekolah korban lumpur Lapindo. Pengumpulan data anak putus sekolah dan jenis keterampilan hidup yang diinginkan dilakukan melalui metode wawancara dan kuesiner. Sementara pengembangan model pendidikan keterampilan hidup menggunakan metode penelitian dan pengembangan dengan memodifikasi model Plomp. Data dianalisis secara deskriptif persentase dan rata-rata serta analisis kualitatif model Miles dan Huberman (1992). Hasil penelitian menunjukkan bahwa karakteristik anak putus sekolah korban lumpur Lapindo di desa Renojoyo dan Siring kecamatan Porong, desa Besuki dan Pejarakan Kecamatan Jabon, dan desa Kedungbendo dan Sentul kecamatan Tanggulangin berjumlah 67 orang. Dari jumlah tersebut sebagian besar berpendidikan SLTA atau sederajat, yakni 30 orang atau 44,78%, sedangkan 26 orang atau 38,80% lulusan SMP atau sederajat, dan 11 orang atau 16,41% lulusan SD atau sederajat. Sebagian besar berusia antara 16 sampai usia 18 tahun, yakni 39 orang (58,20%). Jenis keterampilan yang diinginkan adalah service sepeda motor, menjahit, service handphone, dan home industri. Untuk memindaklanjuti keinginan anak putus sekolah korban lumpur Lapindo (APSKLL) tersebut, dikembangkan tiga modul pendidikan keterampilan hidup, yakni modul service sepeda motor, modul keterampilan menjahit, dan modul service handphone. Penulisan modul dibuat sesederhana mungkin, isi materi yang mendasar, pilihan kata disesuaikan dengan tingkat pendidikan, serta dilengkapi ilustrasi berupa contoh dan gambar-gambar yang jelas. Namun, modul tersebut belum diujicoba, karena itu sebelum dipergunakan dalam pelatihan pendidikan keterampilan hidup bagi APSKLL disarankan untuk melakukan penelitian uji coba penggunaan modu.

IMPLEMENTASI WHOLE LANGUAGE APPROACH SEBAGAI PENGEMBANGAN MODEL PEMBELAJARAN BERBAHASA AWAL ANAK USIA 5-6 TAHUN DI PAUD NON FORMAL Nehru Meha; Adiyati Fathu Roshonah
Jurnal Pendidikan Vol. 15 No. 2 (2014)
Publisher : LPPM Universitas Terbuka

This study was conducted to implementa holistic approach to language (whole language approach) as the development of early language learning model of children aged 5-6 years in Non-Formal early childhood. As commonly known, ordinary people generally narrows aspects of language learning on only one small part of language development include reading and writing. On the other hand, the whole language approach has not been widely known specially applied nearly language learning in early childhood Non-Formal, but if implemented correctly and consistently, this approach is able to foster interest in literacy children naturally and fun. Whole language has been implemented nearly childhood language learning in developed countries that have a high interest in literacy. This study used action research methods by giving the action in each cycle from planning, action, observation, and reflection. This research was carried out in Non-Formal Childhood Education Mawar in South Tangerang January to July 2014. The subjects of this study consisted of 10 children aged 5-6 years were selected based on the observation of pre-cycle. The results of observations processed through data analysis techniques with descriptive statistics, namely to find the percentage and the average value of the initial improvements in language skills acquired through observation, interviews and discussions, as well as document review. The results showed that the implementation of the whole language approach that include simmertion, demonstration, expectation, responsibility, employment, approximation, feedback can improve early reading skills of young children. Based on pre-cycle observations initially beginning literacy percentage of 30.25% is still a child. In the first cycle after the action as much as7 times the meeting obtained by an increase in the percentage amounted to 85.50%. Based on these data showed an increase in the percentage of literacy of the observation of pre-cycle by 55.25%.The implications of this study are expected to approach whole language can be used as the development of early language learning model early childhood 5-6 years in Non-Formal early childhood, because it is natural and fun and developmentally age children. Penelitian ini dilakukan untuk mengimplementasikan pendekatan bahasa holistik (whole language approach) sebagai pengembangan model pembelajaran berbahasa awal anak usia 5-6 tahun di PAUD Non Formal. Sebagaimana lazim diketahui, masyarakat awam umumnya menyempitkan aspek pembelajaran berbahasa hanya pada salah satu bagian kecil perkembangan bahasa meliputi membaca dan menulis. Di sisi lain, pendekatan whole language belum banyak diketahui apalagi diterapkan di dalam pembelajaran berbahasa awal anak usia dini di PAUD Non Formal, padahal apabila diimplementasikan secara benar dan konsisten pendekatan ini mampu menumbuhkan minat literasi (keaksaraan) anak secara alamiah dan menyenangkan. Whole language telah diterapkan dalam pembelajaran berbahasa anak usia dini di negara-negara maju yang memiliki minat literasi tinggi. Penelitian ini menggunakan metode penelitian tindakan (action research) dengan memberikan tindakan pada setiap siklus mulai dari perencanaan, tindakan, pengamatan, dan refleksi. Penelitian ini dilaksanakan di PAUD Non Formal Mawar Tangerang Selatan pada bulan Januari sampai Juli 2014. Subyek penelitian ini terdiri dari 10 orang anak usia 5-6 tahun yang dipilih berdasar hasil observasi pra siklus. Hasil observasi diolah melalui tekhnik analisis data dengan statistik deskriptif, yaitu mencari persentase dan nilai rata-rata peningkatan kemampuan berbahasa awal yang diperoleh melalui observasi, interview dan diskusi, serta kajian dokumen. Hasil penelitian menunjukkan bahwa implementasi pendekatan whole language yang meliputi immertion, demonstration, expectation, responsibility, employment, approximation, and feedbackdapat meningkatkan kemampuan membaca awal anak usia dini. Berdasarkan observasi pada pra siklus pada awalnya persentase kemampuan membaca permulaan anak masih sebesar 30,25%. Pada siklus I setelah dilakukan tindakan sebanyak 7 kali pertemuan diperoleh peningkatan persentase menjadi sebesar 85,50%. Berdasarkan data tersebut menunjukkan peningkatan persentase kemampuan membaca dari hasil observasi pra siklus sebesar 55,25%. Implikasi dari penelitian ini diharapkan pendekatan whole language dapat dijadikan sebagai pengembangan model pembelajaran berbahasa awal anak usia dini 5-6 tahun di PAUD Non Formal, karena sifatnya yang alamiah dan menyenangkan serta seusia dengan tahapan perkembangan anak.

KARYA VISUAL ANAK USIA DINI DEVELOPING VISUAL ART IN EARLY CHILDHOOD Settings Siti Aisyah
Jurnal Pendidikan Vol. 15 No. 2 (2014)
Publisher : LPPM Universitas Terbuka

Early childhood need proper media when they want to express their willingnesses and feelings due to they havent got verbal communication ability well. Pictures or visual art can be used as media that can depicture children feelings when they can not talk. In more mature age phase, pictures or visual art made by children can be rendered as expressive media to measure perceptions they have. Hence, pictures can be made as aid media to develop language skill to children. There are some steps that need to be conducted for giving stimulus that can produce visual art containing typical original story for children. Creating visual art is one of steps that can be conducted to enhance kinds of intelligence components in early age children. Besides, it is used to develop spatial-visual intelligence in the children, creating visual art can be proceeded as one of ways of developing language creativity. Utilizing visual art can enact the children more helpful in narrating about something. Describing a thing experienced by the children then narrates it, is one of step for them in expressing their feelings on something. Therefore, by means of visual creation development, a teacher is be able to increase children capabilities in communication and their ability in intellectual. Anak usia dini membutuhkan media yang tepat ketika akan mengungkapkan keinginan serta perasaannya saat mereka belum memiliki kemampuan komunikasi verbal yang baik. Gambar atau karya visual dapat dimanfaatkan sebagai media yang menceritakan perasaan anak ketika mereka tidak berbicara. Pada tahapan usia yang lebih matang, gambar atau karya visual yang dibuat oleh anak-anak dapat dijadikan sebagai media ekspresi serta untuk mengukur wawasan yang dimiliki oleh mereka. Karena itu, gambar dapat dijadikan sebagai media yang membantu mengembangkan keterampilan berbahasa pada anak. Agar dapat menghasilkan karya visual yang kaya dengan cerita asli khas anak-anak, banyak langkah yang perlu dilakukan untuk memberi stimulus. Menciptakan karya visual adalah salah satu cara yang dapat dilakukan untuk mengembangkan berbagai komponen kecerdasan pada anak usia dini. Selain untuk mengembangkan kecerdasan visual-spasial pada anak, menciptakan karya visual dapat dilakukan sebagai salah satu cara pengembangan kreativitas berbahasa. Menggunakan karya visual membuat anak-anak lebih terbantu dalam bercerita mengenai suatu hal. Menggambarkan hal yang dialami oleh anak kemudian menceritakannya adalah merupakan salah satu jalan bagi mereka mengekspresikan perasaannya terhadap sesuatu. Dengan demikian, melalui pengembangan karya visual, guru dapat meningkatkan kemampuan anak dalam berkomunikasi serta peningkatan kemampuan berpikirnya.

MEDIA BONEKA TANGAN DALAM METODE BERCERITERA UNTUK MENANAMKAN KARAKTER POSITIF KEPADA SISWA SEKOLAH DASAR Joko Sulianto; Mei Fita Asri Untari; Fitri Yulianti
Jurnal Pendidikan Vol. 15 No. 2 (2014)
Publisher : LPPM Universitas Terbuka

The purpose of teaching process is on the way of developing students positive characters. The students need something they like to learn, understand, and apply those characters. Hand-puppets can be chosen as the media. The puppets characters (or the actors) are created based on the selected story which can gain students positive characters. It is an R and D research. It was conducted on 6 steps of research activities: collecting data, planning, developing draft of product, testing, revising the result, and developing final product. This research will be finished in 2 years. The results of the first year research were: hand-puppets profiles, hand-puppets actors, and experts judgments. The students and the teachers explained that they needed story books and hand-puppets as their teaching supporting media using story-telling method. Hand-puppets which were made of colorful flannel and cotton fabric should be presented in colorful, eye-catching figures to attract the students attention. Pembelajaran harus mengutamakan pengembangan kemampuan dan pembentukan karakter (character building) serta akhlak mulia (akhlaqul karimah) siswa. Siswa akan lebih tertarik dan mudah dalam belajar jika penanaman akhlak mulia disampaikan melalui hal-hal yang mereka sukai, contohnya dengan boneka tangan. Media ini disesuaikan bentuk dan karakter tokoh-tokohnya dengan isi cerita yang digunakan. Penelitian ini menggunakan metode penelitian pengembangan (R and D) yang dilaksanakan dalam 6 (enam) langkah penelitian, yaitu: pengumpulan data, perencanaan, pengembangan draf, pengujicobaan awal, perevisian hasil uji coba, dan penyempurnaan produk. Penelitian ini direncanakan akan dilaksanakan selama 2 tahun. Hasil yang diperoleh di tahun pertama berupa profil media boneka tangan yang cocok dalam kegiatan berceritera, tokoh-tokoh boneka tangan, dan penilaian dari ahli (experts judgments). Siswa dan guru menginginkan media pendukung dalam kegiatan bercerita berupa buku cerita beserta tokoh-tokohnya dalam bentuk boneka tangan. Media boneka ini dibuat dari kain katun dan atau flannel berwarna cerah untuk menarik perhatian dan minat siswa.

PROFIL KINERJA GURU PENDIDIKAN JASMANI SD NEGERI Triyono
Jurnal Pendidikan Vol. 15 No. 2 (2014)
Publisher : LPPM Universitas Terbuka

This study aims to determine the results of peer and student assessment of the performance of physical education teachers (Penjas) Elementary School in Purworejo, Banyuurip and Kutoarjo associated with pedagogical, professional, personal and social. This article only discusses the pedagogical competence of the physical education teacher. The study design was a survey with data collection by distributing questionnaires to colleagues and students. The population is the entire physical education teacher at the elementary school in the area Purworejo, Banyuurip and Kutoarjo with a sample of 200 teachers were taken by random sampling technique. Questionnaires were returned as many as 164 copies. The collected data were then analyzed by using percentages to facilitate exposure and describe in narrative. The results showed that most of the peers judge that pedagogical competence of teachers in elementary schools in Region Penjas Purworejo, Banyuurip and Kutoarjo is good (88%) or very good (29.2%). While students assess their pedagogical competence Penjas teachers with excellent 33.9%, 16.8% good and 14.8% is good enough. Penelitian ini bertujuan untuk mengetahui hasil penilaian teman sejawat dan siswa terhadap kinerja guru pendidikan jasmani (Penjas) SD Negeri di Kabupaten Purworejo, Banyuurip dan Kutoarjo terkait dengan kompetensi pedagogik, profesional, kepribadian dan sosial. Artikel ini hanya membahas kompetensi pedagogik dari guru penjas. Desain penelitian adalah survey dengan teknik pengumpulan data melalui penyebaran kuesioner kepada teman sejawat dan siswa. Populasi adalah seluruh guru penjas di SD di Wilayah Purworejo, Banyuurip dan Kutoarjo dengan sampel sebanyak 200 guru yang diambil dengan teknik random sampling. Kuesioner yang kembali sebanyak 164 eksemplar. Data yang terkumpul kemudian dianalisis dengan menggunakan teknik persentase untuk memudahkan pemaparan dan mendeskripsikannya secara naratif. Hasil penelitian menunjukkan bahwa hampir sebagian besar teman sejawat menilai bahwa kompetensi pedagogik guru Penjas di SD di Wilayah Purworejo, Banyuurip dan Kutoarjo sudah baik (88%) atau sangat baik (29,2%). Siswa menilai kompetensi pedagogik guru Penjas mereka dengan sangat baik 33,9%, baik 16,8% dan cukup baik 14,8 %.

KEMAMPUAN GURU SEKOLAH DASAR DALAM MENERAPKAN PEMBELAJARAN TEMATIK DI SEKOLAH Munasik
Jurnal Pendidikan Vol. 15 No. 2 (2014)
Publisher : LPPM Universitas Terbuka

Integrated thematic learning is learning that uses the theme to associate some subjects that can provide meaningful experiences and provide benefits for students. This study aims to determine the perception of lower grade elementary school teachers towards the implementation of thematic learning in learning; constraints faced by teachers in developing lesson plans, selecting media, and choose appropriate learning methods that can improve student learning outcomes. This study used a qualitative approach. Data collection techniques such as questionnaires, observation, interviews, documentation, which is used to study the problems in the thematic learning in low-grade elementary school. These results indicate that teachers' understanding and knowledge of thematic learning is good enough. Integrated learning is an instructional model that is most suitable for low-grade primary school students, because the thematic learning / integrated, the child may be invited to participate actively in exploring the topics or events. The difficulty is in the preparation and implementation of the lesson plan is still encountering many obstacles, especially in the search for methods and media to suit all themes, while determining the success of the measuring instrument thematic learning (learning evaluation) that can accommodate some of the materials that are combined rather difficult to formulate. The way out is taken of teachers in the face of difficulties develop thematic learning circumvented by increasing discussions with colleagues and multiply by searching reference sources on the internet or other web. Pembelajaran tematik adalah pembelajaran terpadu yang menggunakan tema untuk mengaitkan beberapa mata pelajaran sehingga dapat memberikan pengalaman yang bermakna serta memberikan keuntungan bagi siswa. Penelitian ini bertujuan untuk mengetahui persepsi guru SD kelas rendah terhadap penerapan pembelajaran tematik dalam pembelajaran; kendala yang dihadapi guru dalam mengembangkan RPP, memilih media, dan memilih metode pembelajaran yang tepat sehingga dapat meningkatkan hasil belajar siswa. Penelitian ini menggunakan pendekatan kualitatif. Teknik pengumpulan data berupa kuisioner, observasi, wawancara, dokumentasi, yang digunakan untuk mengkaji permasalahan dalam pembelajaran tematik di kelas rendah SD. Hasil penelitian ini menunjukan bahwa pemahaman dan pengetahuan guru tentang pembelajaran tematik sudah cukup baik. Pembelajaran terpadu merupakan suatu model pembelajaran yang paling sesuai untuk siswa SD kelas rendah, karena dalam pembelajaran tematik/terpadu, anak dapat diajak berpartisipasi aktif dalam mengeksplorasi topik atau kejadian. Kesulitannya adalah dalam penyusunan dan pengimplementasian rencana pelaksanaan pembelajaran masih menemui kendala terutama dalam mencari metode dan media yang sesuai dengan semua tema, sementara penentuan alat ukur keberhasilan pembelajaran tematik (evaluasi pembelajaran) yang bisa mengakomodir beberapa materi yang digabungkan agak sulit untuk dirumuskan. Jalan keluar yang diambil guru dalam menghadapi berbagai kesulitan mengembangkan pembelajaran tematik disiasati dengan memperbanyak diskusi dengan teman sejawat dan memperbanyak referensi dengan mencari sumber di internet atau web lainnya.

DINAMIKA KONSEPTUALISASI PENDIDIKAN ILMU PENGETAHUAN SOSIAL (PIPS) DAN PENDIDIKAN KEWARGANEGARAAN (PKn) PADA PENDIDIKAN DASAR DAN MENENGAH (Suatu Telaah Collective Mindset dalam Ranah Historis-Epistemologis) Udin Saripudin Winataputra; Sumanah Saripudin
Jurnal Pendidikan Vol. 12 No. 1 (2011)
Publisher : LPPM Universitas Terbuka

Generally, the conceptual framework of social studies in United States and in Indonesia includes concept and praxis of education in democracy which are organised in a form of (1) civic/citizenship education as one of the dimensions of goals, content, and processes of social studies; and (2) social studies education. Basically, education in democracy can also be deemed as a subsystem of social studies education, and social studies education. However, as a subsystem of education in democracy civic educationt has shown its uniqueness i.e. it sinergically focussed on the development of individuals potentials to become smart and good citizens. Along the line of the development of the ideals, instrumenst, and praxis of democracy civic/citizenship education has become the academic endeavour, which then is generally called as civic education or citizenship education.

PENERAPAN QUANTUM TEACHING MELALUI STRATEGI GROUP STUDY BERBANTUAN MODUL Aini Indriasih
Jurnal Pendidikan Vol. 12 No. 1 (2011)
Publisher : LPPM Universitas Terbuka

In the teaching and learning process there is a strong interrelationship of teachers, students, curiculum, equipment and infrastructure. The teacher is to select models and media which are appropriate to the learning material and hopefully this will stimulate students interest in learning. This study of modular quantum teaching is an experimental research as an alternative to overcome teachersproblems in achieveing the learning objectives, especially in the learning of social science in elementary schools. Study was done in the Elementary Schools 06 of Cendono Kudus in 2010. The samples were taken through a cluster sampling technique and assigned into an experimental group and a control group. The data of activeness and process skills were taken through observation and achievement test. The obtained data were descriptively presented and analyzed through variant analysis. The study showed that the learning activeness of modular quantum teaching group was categorized as learning active. Meanwhile the process skills and learning activeness of expository group were categorized as skilful. Based on the test of influence, process skills, motivation and students activeness of modular quantum teaching group had 4.9% of influence and other factors had 95.1% of influence. The t-test showed different learning achievement of the two groups. The mean score of experimental group was higher than that of control group.

EFEKTIFITAS PEMBELAJARAN MATEMATIKA MELALUI MODEL PEMBELAJARAN REALISTIC MATEMATIC EDUCATION (RME ) TERHADAP PENINGKATAN PEMAHAMAN KONSEP MATEMATIKA SISWA SD Achmad Achmad; Irmansyah
Jurnal Pendidikan Vol. 12 No. 1 (2011)
Publisher : LPPM Universitas Terbuka

The research purpose was to describe the successfulness of Realistic Mathematic Education Model which was based on the completion aspect of students learning result, students activity level, teachers ability to manage learning, and students response toward the model applied in this research. This research was conducted toward the third year students of SD Islam Terpadu which consist of 25 students. In gathering data, pen and paper test technique was used to measure students achievement. Observation was done to know students activities and teachers ability in manage learning.Questioner was also given to know the students perceptions toward the model applied. Statistic and descriptive analysis were used to analyze the data. The research finding showed that the students activities were not effective, while the teachers ability in managing learning was effective. In the end, standard for students achievement were not reached. On the other hand, students responses toward the model applied were positive.

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Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Suciati

Contact Email
psuciati@ecampus.ut.ac.id

Phone
-

Journal Mail Official
jp-ut@ecampus.ut.ac.id

Editorial Address
-

Location
Kota tangerang selatan,

Banten

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Suciati

Contact Email psuciati@ecampus.ut.ac.id

Phone -

Journal Mail Official jp-ut@ecampus.ut.ac.id

Editorial Address -

Location Kota tangerang selatan, Banten INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Suciati

Contact Email
psuciati@ecampus.ut.ac.id

Phone
-

Journal Mail Official
jp-ut@ecampus.ut.ac.id

Editorial Address
-

Location
Kota tangerang selatan,

Banten

INDONESIA