Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika was published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) which contains articles that are based on the results of conceptual research and studies in the field of education such as (1) Assessment and Evaluation; (2) Higher Order Thinking; (3) Learning Resources; (4) Models of Teaching; (5) Teacher Professional Development; (6) Learning and Cognitive Style; (7) Sport Science and Education; (8) Character Building; (9) Art and Educational Linguistics; and (10) Education Research of Biology, Physics, Chemistry, and Mathematics.
Articles
8 Documents
Search results for
, issue
"Vol 2, No 1: December 2018"
:
8 Documents
clear
<![CDATA[PENGARUH MODEL PEMBELAJARAN KOPERATIF TIPE MAKE A MACTH DENGAN PERMAINAN RANGKING ONE PHYSICAL TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA ]]>
<![CDATA[Sriwahyuningsih, Devi]]>;
<![CDATA[Ahzan, Sukainil]]>;
<![CDATA[Habiburrahman, Lalu]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol 2, No 1: December 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (235.267 KB)
|
DOI: 10.36312/e-saintika.v2i1.109
<![CDATA[[Title: The Effect of Cooperative Learning Model Type Make A Match with One Physical Ranking Game Toward Student Motivation and Learning Outcomes]. This study aims to determine the effect of cooperative learning model type make a macth with ranking one physical game on student motivation and learning outcomes. This research is quasi-experiment with pretest-posttest control group design. Population in this research is all students of class VII SMPN 2 Dompu which amounted to 124 people. Research sample consists of two classes that are class VII A which amounted to 30 people as control class and class VII B totalling 30 people as experimental class taken using random sampling technique. The results showed that homogeneity test and normality of learning motivation data and student learning outcomes were normally distributed and variance of both homogeneous data. This data is then analyzed using t-test, obtained tcount for learning motivation is 2,318 and ttable 2,002 or can be written mathematically is tcount> ttabel. While the learning results obtained tcount = 4.152 and ttabel = 2.002 or can be written mathematically is tcount> ttable at 5% significant level. The results of this study indicate that there is the influence of cooperative learning model type make a macth with ranking one physical game of student motivation and learning outcomes.]]>
<![CDATA[TINGKAT KEMAMPUAN BERPIKIR SISWA DENGAN PENDEKATAN METAKOGNITIF DISKURSIF DAN PENDEKATAN KONVENSIONAL ]]>
<![CDATA[Lubur, Dorothea Novia L.]]>;
<![CDATA[Ate, Dekriati]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol 2, No 1: December 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (385.291 KB)
|
DOI: 10.36312/e-saintika.v2i1.81
<![CDATA[[Title: The Level of Thinking Ability of Students with Metacognitive-Discursive Approaches and Conventional Approaches]. This paper discusses the different levels of thinking ability of students in the classroom using metacognitive-discursive and conventional approaches in SMPK St. Aloysius Weetebula. PISA is one of the tests that measure the level of critical thinking skills. The low PISA results of Indonesian students are caused by the weak ability to solve high-level problem problems, the evaluation system in Indonesia that still uses low-level questions, and students are accustomed to obtaining and using formal mathematical knowledge in class. One way to overcome this problem is STKIP Weetebula in collaboration with German misereor to improve the quality of education on the island of Sumba. To achieve this goal, an entrance test was conducted for all 7th-grade students of Aloysius Middle School in 2014 and 2017. In some exercises, there were very high score differences. From this exercise, one of the problems with the highest difference is a fraction. This research is an interpretative study through the analysis of student answers based on theory and descriptive analysis to measure differences in scores obtained by two groups of students. Research results in class with metacognitive-discursive approach 17 (89.47%) answered correctly and 2 (10.53%) of 19 students answered incorrectly, while in class with conventional approach 3 (2.59%) of 116 students answered correctly and 113 (97.41%) of 116 students answered incorrectly. Based on the results of this study concluded that students in the classroom with a metacognitive-discursive approach to learning more than students in other.]]>
<![CDATA[PERSPEKTIF PENDIDIKAN NASIONAL ]]>
<![CDATA[Suluh, Melkianus]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol 2, No 1: December 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (382.586 KB)
|
DOI: 10.36312/e-saintika.v2i1.78
<![CDATA[[Title: The National Education Perspective]. This paper aims to describe the fulfillment of quality educator resources, the concept of national education quality, and the role of education in shaping the character of the nation. This study uses a library research approach (Library Research) with steps (1) choosing research topics, (2) searching for supporting information, (3) determining the focus of research, (4) classifying supporting materials, (5) reading and making research notes , (6) review and enrich reading material, and (7) carry out source analysis. The data analysis technique used is descriptive analysis by concentrating on solutions or solving problems raised. The results of this study indicate (1) the fulfillment of professional educator resources is filled with conventional methods, namely through the awarding of the teaching profession through certification programs, while in innovative ways carried out through training activities, increasing teacher capacity through the provision of scholarship programs, and the introduction of teacher prefectures (2) the concept of national education quality is fulfilled with the implementation and achievement of eight national education standards; (3) education has the role of forming noble characters and personalities through attitude formation, by making affective domains as protectors for the skills and cognitive domains.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN TALKING STICK TERHADAP KEAKTIFAN BELAJAR SISWA ]]>
<![CDATA[Pour, Agustina Novitasari]]>;
<![CDATA[Herayanti, Lovy]]>;
<![CDATA[Sukroyanti, Baiq Azmi]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol 2, No 1: December 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (321.933 KB)
|
DOI: 10.36312/e-saintika.v2i1.111
<![CDATA[[Title: The Effect of a Talking Stick Learning Model on Student Learning Activities]. A fun learning environment, active and meaningful for students need to be created by applying active learning model for students that learning model talking stick. This type of research is quasi-experimental. This research aimed to know there is or no effect of talking stick learning model toward students learning activeness. This research implemented in class VIII SMP Negeri 5 Mataram in academic year 2015/2016 from March to April 2016. The technique of sample using cluster random sampling, in order to obtain first-class VIII I totalling 30 students as an experimental class and class VIII E totalling 30 students as the control class. The results of this research are students activeness learning showed by using the instrument is activeness of student learning questionnaire. Based on data analysis showed that t-test was 8.28 and t- table was 2.000 (df = 58). So, t-test > t-table (8.28 > 2.000). This means that there is an effect of talking stick learning model toward students learning activeness.]]>
<![CDATA[INOVASI PEMBELAJARAN ELEKTRONIK DAN TANTANGAN GURU ABAD 21 ]]>
<![CDATA[Sole, Ferdinandus Bele]]>;
<![CDATA[Anggraeni, Desak Made]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol 2, No 1: December 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (523.532 KB)
|
DOI: 10.36312/e-saintika.v2i1.79
<![CDATA[[Title: Electronic Learning Innovations and 21st Century Teacher Challenges]. The development of information technology that is very rapid in this century has a very significant impact on the world of education, where, the process of transition from the age of industrialization to the age of knowledge requires every field in life to change very quickly and must be able to adapt quickly. Entering the 21st-century technological advances have entered into various aspects of life, including education. Teachers and students, lecturers and students, educators and students are required to have the ability to teach in this 21st century. A number of challenges and opportunities must be faced by students and teachers in order to survive in the age of knowledge that is coloured by the emergence of various educational innovations. One innovation that is developing quite rapidly is electronic learning (electronic learning) or e-learning. E-learning is distance learning (distance learning) that utilizes computer technology, computer networks and/or the internet. This electronic learning innovation allows learners to learn through computers in their respective places without having to physically go to attend classes/lectures in class. Therefore, educators and prospective educators in the 21st century need to be prepared to be able to adapt to the development of science and technology. Teacher Training Institute (LPTK) as an institution producing prospective educators/teachers needs to equip teachers and prospective teachers to skillfully use technology, especially ICT, because of the challenges of future teachers related to ICT. In an effort to prepare prospective teachers entering the 21st century, STKIP Weetebula as one of the LPTKs in Indonesia seeks to equip its students by including e-learning courses in the curriculum of elementary school teacher education study programs (PGSD).]]>
<![CDATA[UJI MEKANIK BATA RINGAN BERBAHAN DASAR LIMBAH PENGOLAHAN EMAS DENGAN VARIASI LIMBAH BATU-BARA DAN SEMEN ]]>
<![CDATA[Wathoni, Muhammad Munawir]]>;
<![CDATA[Prasetya, Dwi Sabda Budi]]>;
<![CDATA[Pangga, Dwi]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol 2, No 1: December 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (474.292 KB)
|
DOI: 10.36312/e-saintika.v2i1.110
<![CDATA[[Title: The Mechanical Test of Lightweight Brick Made from Gold Processing Waste with Variations in Coal and Cement Waste]. The purposes of this research are to make lightweight concrete using waste processing of gold with variation fly ash and cement the better than conventional concrete. The value of this research has tested mechanics which comprises density, porosity and strength. The research has done with some stage are: 1) Make lightweight concrete using LPE with variation fly ash and cement. 2) Characterization of the samples which comprise density, porosity and the strength, 3) Analysis of tested mechanical lightweight concrete. The value of lightweight concrete to make with variation composition fly ash and cement in a series are: (0/100), (5/95), (10/90), (15/85), (20/80) who are in volume. To make lightweight concrete with composition foam and water controlled as much as 10 ml and 150 ml at all of the sample. So we get the density value of lightweight concrete without fly ash is 1.61. In lightweight concrete with fly ash, we get the minimum density of lightweight is 1.15. The porosity value of lightweight concrete without fly ash is 13.6%, and the porosity value of lightweight concrete with fly ash is 8.0%. The compressive strength of lightweight concrete without fly ash is 1.629 MPa and the compressive strength of lightweight concrete with fly ash is 1.772 MPa. The value shown to process waste processing of gold with variation fly ash and cement to be lightweight concrete can get mechanical in character of lightweight to be better than conventional concrete.]]>
<![CDATA[PEMAHAMAN SISWA TENTANG EQUAL SIGN DALAM MENYELESAIKAN TUGAS MATEMATIKA ]]>
<![CDATA[Sartati, Setiawan Budi]]>;
<![CDATA[Subanji, Subanji]]>;
<![CDATA[Sisworo, Sisworo]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol 2, No 1: December 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (433.105 KB)
|
DOI: 10.36312/e-saintika.v2i1.80
<![CDATA[[Title: The Students' Understanding of Equal Sign in Completing Mathematics Tasks]. This study aims to describe the student's understanding of the equal sign to solve mathematical tasks. This study was included in the qualitative descriptive study. In this study, the data collected is the data of students work and verbal data (the interview). The subjects were six students of 7th class of MTs Attariqie Malang 2014/2015 (Junior High School), with details of two high-ability students, two students capable of being, and two low-ability students. Students' understanding of the equal sign examined further by providing tests and interviews in six research subjects. Interviews were conducted individually after the students work on the problems individually. The mathematical task load arithmetic and algebra problems. Based on the results of the study, all subjects were able to understand the equal sign as operational and the equal sign as a substitution. For equal sign as the basic relational, only high-ability students were able to understand it. Understanding of medium and low student capable entrenched in the operational pattern that is an equal sign as operational cause confusion to understanding equal sign as the basic relational, eg, 14+11=25+8 where students only pay attention to the results of operations that 14 plus 11 is 25 without notice relation of the addition of 8.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN THINK PAIR SHARE UNTUK MENINGKATKAN HASIL BELAJAR SISWA ]]>
<![CDATA[Bobo, Petrus Seingo]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol 2, No 1: December 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (322.643 KB)
|
DOI: 10.36312/e-saintika.v2i1.82
<![CDATA[[Title: The Implementation of Think Pair Share Learning Models to Improve Student Learning Outcomes]. The purpose of this study was to improve the learning outcomes of Class VII Students of SMP Negeri 1 Loura, the subject of Linear One Variable Equation through the Think Pair Share (TPS) Learning model. This type of research is classroom action research that is reflective by taking certain actions in order to improve and enhance classroom learning practices in practice and professionally. The subjects of the research were VII grade students of SMP Negeri 1 Loura for the Academic Year 2017/2018, amounting to 43 people. The data collection tools used were: tests and observations. Data analysis techniques were obtained from the teacher, student activity data and test results. The indicator of the success of this class action research is said to be successful if it reaches classical completeness of 75% with the Minimum completeness Criteria (KKM) 70. The results obtained, in the first cycle test students who completed reached 62.79% and incomplete reached 37.21%. While the second cycle of students who completed tests reached 81.39% and 18.61% of incomplete completed. And the average results of observations in the first cycle for the first meeting is 2.25 and for the second meeting is 2.63, and the results of observations in the second cycle for the first meeting is 3.00 and for the second meeting is 3.25. Based on the results of the study it can be concluded that the implementation of the TPS learning model can improve student learning outcomes.]]>
