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Perspektif Pendidikan dan Keguruan
Published by Universitas Islam Riau
ISSN : 14113570     EISSN : 25799525     DOI : -
Core Subject : Education,
Education Other
Focus and scope is education field. Perspektif journal is published by the Faculty of Education Islamic University of Riau (UIR), as a vehicle of scientific information, Science Education, Teaching in the form of research and literature review, opinions, technical papers, short communications, and reviews of books.
Arjuna Subject : -
Articles 297 Documents
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STUDI KOMPARATIF HASIL BELAJAR SISWA ANTARA METODE TALKING CHIPS, TALKING STICK DAN GAYA BELAJAR EKONOMI PADA SISWA KELAS XI IPS SMA PGRI PEKANBARU Hastuti, M.Pd, Dra.Hj.Tity; Wijaya, M. Pd, Purba Andy; Saumi, Rahmeti
Perspektif Vol 7 No 13 (2016): Perspektif Pendidikan dan Keguruan
Publisher : UIR Press

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This study aims to determine whether there are differences in learning outcomes of theeconomy between methods of talking chips and talking stick, find out if the learning outcomesof students' economic difference between students who have learning styles of visual, auditoryand kinesthetic, and find out if there is an interaction between methods and learning styles ininfluencing the results of the economic study. Samples are class XI IPS1 (Talking Chips) andXI IPS2 (Talking Stick). The method used quasi experiment with data analysis techniquesusing Two Way Annova. Measured using a student's learning style questionnaire learningstyles have tested the validity and reliability by previous research. Test student learningoutcomes using objective tests that have shaped the reliability of 0.847. Hypothesis testingresults show that there are differences in learning outcomes between methods of talking chipsand talking stick, where the results of studying methods of talking chips is higher than thetalking stick method. This is demonstrated by fhitung3,48> F table 3,17 at significance level α= 0.05. There is the influence of learning styles on student learning outcomes on economicsubjects, different between students who have a visual learning style, aiditorial andkinesthetic. This is demonstrated by fhitung7,37> F table 2,77 at significance level α = 0.05.And there is interaction between methods and learning styles to student learning outcomes oneconomic subjects. This is demonstrated by fhitung3,183> F table 2,77 at significance level α= 0.05. A further test using the Tukey which proves that there is a difference between learningoutcomes between methods chips and talking talking talking stick where the chips acquirehigher learning outcomes. While the visual learning style learning outcomes of economic gainhigher if taught with methods of talking chips and students who have auditory learning styleobtain a high learning outcomes when taught using Talking Stick.
PENINGKATAN HASIL BELAJAR MATA KULIAH BIOTEKNOLOGI MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION (STAD) BERBASIS MEDIA AUDIO VISUAL DI KELAS PGMIPA-U PROGRAM STUDI PENDIDIKAN BIOLOGI FKIP UNIVERSITAS RIAU Mahadi, Imam
Perspektif Vol 5 No 10 (2014): Perspektif Pendidikan dan Keguruan
Publisher : UIR Press

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Compentency is expected in biotechnology subjects learning requires student to make it more in learning. It requiresd a real effort both from lectures and from students. Class Action Research has been conducted (PTK), which aims to improve the activity and the results of studying Biotechnology with the type STAD cooperative learning based audio visual media in class of PGMIPA-U Biology FKIP UR. The result of data analysis cycle I and cycle II showed an increase in student learning activities for all indicator. The improvement of the student activity everage from I cycle about 69,46% up to II cycle about 89%. An increase in student activity 20.5%. Learning outcomes of students in I cycle and II cycle also increased. The average value of learning outcomes students increased from pre-cycle 71.35 to 75.55 in I cycle and then from I cycle 75.55 to 84.15 in II cycle. Generally its can be said that the use of cooperative learning model type STAD based Audio visual in biotechnology teaching can anhance students learning outcome.. Keywords: Cooperative Learning Model Type
PENERAPAN STRATEGI PEMBELAJARAN AKTIF LEARNING START WITH QUESTIONUNTUK MENCAPAI KETUNTASAN BELAJAR SISWA PADA POKOK BAHASAN TERMOKIMIA KELAS XI IPA 6 SMA NEGERI 5 PEKANBARU Dirgahayuning, Andri
Perspektif Vol 8 No 02 (2017): Perspektif Pendidikan dan Keguruan
Publisher : UIR Press

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ABSTRACTImproving the quality of education in Indonesia is done continuously and up to now continueto be implemented. One effort to improve teacher quality through certificationprogram.Through this program teachers are expected to have professional skills that requireskills, skills or skills that meet certain quality standards or norms.One of the majorprofessional skills and skills that educators need to have is the ability of the field of educationand teacher training, particularly with regard to learning strategies. A teacher and lecturer isnot only required to master the field of study that will be taught only, but also must masterand be able to teach the knowledge and skills to the learners. The main problem faced incurrent chemistry learning is that students are less active in learning and this is evident fromthe lack of student participation in learning the subject matter and the high number of studentscores under the established KKM.Based on the observation of class XI IPA 6 SMA N 5Pekanbaru can be concluded that there is a gap between expectations and reality that is stillthe number of students under the KKM that has been set that is ≥ 80 for class XI IPA 6.Students' learning outcomes, especially on thermochemical subject has not reachedcompleteness . The average score of students is only 62 and has not reached completeness inschool that is ≥ 80.One of the strategies that is expected to foster student activeness inlearning is Learning Start With Question (LSQ) strategy is an active learning strategy inasking. Learning Start With Question (LSQ) learning strategy is an active type of learning bymaking students ask questions before being given explanations by teachers. This strategyemphasizes the skills of reading and questioning skills, because before students ask studentsare required to read the material to be studied first.Thus learning using LSQ strategy willmotivate students to be more active and creative in thinking so as to achieve student learningmastery. Based on the result of the research, it is found that using Learning Start WithQuestion (LSQ) strategy can improve students' learning outcomes as evidenced by the resultsof cycle I and cycle II respectively as follows 72.22% and 61.11%..
PENGARUH KOMITMEN DAN BUDAYA ORGANISASI BERBASIS INTEGRASI TERHADAP KINERJA DOSEN PADA PERGURUAN TINGGI KEISLAMAN Hartanto, Dicki
Perspektif Vol 7 No 14 (2016): Perspektif Pendidikan dan Keguruan
Publisher : UIR Press

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The aims of this paper is to find outh the effectivity of organization commitment andcultural organization based on theintegration of lecturers‟ performance at islamic Highereducation. The method of this paper applied was literature research by describing andanalyzing the effect of these two components in integrating the Islamic views. The paperresult showed that with the concept of integration in the organizational commitment andorganizational culture, the lecturers are expected to have a personality that has strongreligious beliefs and professional as well as performing scientific proffessional in scientificfields respectively at the instigation of their organizational commitment and organizationalculture based on the integration of the Islamic college.
CHALLENGES, BENEFITS, AND INSTRUCTIONAL BEST PRACTICES OF BLENDED LEARNING Hadijah, Sitti
Perspektif Vol 8 No 02 (2017): Perspektif Pendidikan dan Keguruan
Publisher : UIR Press

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In technology based era nowadays, blended learning appears as an option to run interactive andmeaningful learning atmosphere by combining virtual and traditional learning settings. There have beennumerous studies conducted regarding to the implementation of blended learning activities. Manyresearchers suggested that blended learning methods are effective in facilitating the process of effectiveonline learning. However, teachers and students may encounter some difficulties in adjusting blendedlearning due to their unfamiliarity of new learning system that require them to fully understand it. Inline with the application of the blended learning in teaching and learning contexts, this paper providesdescriptive qualitative research of the relevant literature that aimed to present three points in relation tochallenges, benefits, and instructional best practices of blended learning in teaching and learning. Thefindings indicate that the implementation of blended learning can be a challenge for teachers if they arenot supported by self-confidence, competence, and adequate accessibility to technology resources.However, blended learning instruction provides positive benefits for both teachers and students, such aspedagogy improvements and easy access to knowledge. Hence, some efforts need to be considered byteachers to have effective course design and provide active learning approaches in both face to face andvirtual learning environments.
PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN KOGNITIF SISWA KELAS VII SMPN 7 KUNTODARUSALAM Suryanti, Suryanti
Perspektif Vol 10 No 1 (2019): Perspektif Pendidikan dan Keguruan
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/perspektif.2019.vol10(1).3095

Abstract

This study aims to determine the application of discussion methods to improve cognitive grade VII students SPMN 7 Kuntodalamalam, Research data retrieval carried out from January to February 2017 in Class VII 7 Kuntodarussalam Middle School Academic Year 2017/2018. The research subjects were 32 students consisting of 10 female students and 22 male students. Data collection includes: the value of discussion, Quiz, PR and Block Exams. Using descriptive analysis. The results obtained from 6 indicators in the discussion process in cycle I and sikulus II were highest in indicator 1 (attention to discussion material) with an average of 97.97% in very good category. in the first cycle of indicator 5 (Respecting the suggestions and opinions of fellow discussion participants) with an average of 61.09% (category is very lacking), in the second cycle the lowest was on indicator 6 (Concluding material) with an average of 64.13% ( category is very lacking). The average value of the discussion of meeting students from the first cycle and the second cycle the lowest value at the first meeting with a value of 76.35 (lack of category) and a value of 82.06 (sufficient category), the highest in the second cycle of meeting 2 with a value of 79.53 (sufficient category), while in the second cycle the highest at meeting III with a value of 82.06 (sufficient category). the average quiz score in the first cycle and the second cycle the lowest Quiz 3 with a value of 80.8 (sufficient category), the highest on quiz 6 with a value of 84.4 (good category). the value of homework assignments for students is the lowest in the first cycle with a value of 88.7 and the second cycle the value of 91.3 is very good. Nilau UB obtained from the first cycle is the lowest with the highest value of 81.9 and Cycle II with a value of 84.2 with a good category. It can be concluded that the application of the discussion method can improve the cognitive grade VII of Kuntodarusalam 7th Middle School.Keywords: metode diskusi,kognitif
Cover perspektif Vol. VI No.12 Perspektif, Sri Yuliani
Perspektif Vol 6 No 12 (2015): Perspektif Pendidikan dan Keguruan
Publisher : UIR Press

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Cover perspektif
UPAYA MENINGKATKAN MOTIVASI GURU DALAM MENYUSUN SILABUS DAN RPP MELALUI SUPERVISI KEPALA SEKOLAH DI SMA NEGERI 2 TANAH PUTIH KABUPATEN ROKAN HILIR Rusnarwati, Rusnarwati
Perspektif Vol 8 No 1 (2017): Perspektif Pendidikan dan Keguruan
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Teachers not only served as an educator and teacher, but the teacher is also obliged to prepare the syllabus and learning tools such as Learning Implementation Plan (RPP). The function of the learning device is to provide direction implementation of learning to become focused and efficient. The purpose of this study was to determine the increased motivation of teachers SMAN 2 Tanah Putih Rokan Hilir in preparing the syllabus and Learning Implementation Plan (RPP) through training. This research was conducted at SMAN 2 Tanah Putih Rokan Hilir in August-October 2015. This type of research is Action Research School (PTS). Action Research School (PTS) is designed for the improvement or enhancement of teacher motivation in preparing syllabus and lesson plans. The procedures in this study were shaped cycle. Data collection through qualitative data obtained from observation, observation, and interviews. Data were analyzed using descriptive comparative analysis. Indicators of success is the teacher collects research syllabus and lesson plans with good criteria is increasing every cycle of at least 10%. The findings in this study is the implementation of the supervision of the principal in this study proved to increase the motivation of teachers in preparing the syllabus and RPP at SMAN 2 Tanah Putih Rokan Hilir academic year 2014/2015.
UPAYA MENINGKATKAN HASIL BELAJAR KIMIA MELALUI MODEL PENDEKATAN IBL (INQUIRI BASED LEARNING) PADA SISWA KELAS XI BUSANA SMK NEGERI 3 PEKANBARU Purnamawati, Purnamawati
Perspektif Vol 9 No 02 (2018): Perspektif Pendidikan dan Keguruan
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/perspektif.2018.vol9(02).2207

Abstract

This research is entitled "Efforts to Improve Chemistry Learning Outcomes through an Inquiry Based-Learning IBL Model for Class XI Students in SMK Negeri 3 Pekanbaru". This research is to help students actively find ways to solve quickly and precisely because students experience difficulties in completing chemistry lessons. The purpose of this research is to increase students' motivation in chemistry learning with the Inquiry Based Learning approach. Researchers tried to use the Inquiry Based-Learning approach, through a cycle model class action research that included planning, action, observation, and reflection. The research subjects were students of class XI Clothing at SMK Negeri 3 Pekanbaru as many as 30 students. There are 2 cycles of student motivation learning process, namely: Colloidal Cycle I, Colloidal Cycle II system. Each cycle consists of several stages of meeting. The results obtained from this study show that students' activities in the learning process can be better seen from the comparison of results in the initial observation, only 40% of students who understand and the results are good, in the first cycle increased to 67%, and the second cycle increased to 97%. Attention of students during learning increases. From the above explanation it can be concluded that by using the IBL (Inquiry Based Learning) approach can increase the understanding of chemistry in colloids.
UPAYA DOSEN PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN SELF CONTROL REMAJA (Study Kasus di FKIP UIR) Suyono, Akhmad
Perspektif Vol 6 No 12 (2015): Perspektif Pendidikan dan Keguruan
Publisher : UIR Press

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Penelitian ini dilaksanakan dengan tujuan untuk mengetahui mengetahui Upaya Dosen Pendidikan Agama Islam dalam meningkatkan Self Control remaja di FKIP Universitas Islam Riau. Jenis penelitian adalah kualitatif fenomenologi. Penelitian ini dilaksanakan pada bulan april 2015 Waktu penelitian ini meliputi kegiatan dari tahap persiapan, turun kelapangan, pengolahan data dan masa penulisan laporan. Subjek penelitian ini adalah Dosen Pendidikan Agama Islam FKIP UIR. Teknik pengumpulan data menggunakan teknik wawancara. Hasil penelitian ini menunjukkan Upaya Dosen Pendidikan Agama Islam dalam Meningkatkan Self Control remaja sudah maksimal dengan uraian adalah sebagai berikut: (1) Dosen melakukan upaya mentoring Al-qur’an, (2) Dosen melakukan upaya menganjurkan mahasiswa untuk berpuasa sunah senin-kamis, (3) Dosen melakukan upaya pengajian (penguraian ayat-ayat Al-qur’an), (4) Dosen melakukan upaya seminar islam, (5) Dosen melakukan upaya pawai busana. (6) Dosen melakukan upaya kemping (konsep alam), (7) Dosen melakukan upaya bakti sosial (anak yatim dan panti jompo), (8) Bimbingan kepribadian.

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