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JL. MADURA NO 34 MIMBAAN PANJI SITUBONDO
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INDONESIA
Jurnal Pendidikan dan Kewirausahaan
Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Situbondo
ISSN : 23020008     EISSN : 26231964     DOI : -
Core Subject : Education, Social,
Education Social Sciences
The Journal of Education and Entrepreneurship is a place for scientific publications that publishes research articles from a variety of research methods both quantitative, qualitative, development and mix methods related to the study of economics, entrepreneurship, and education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 6 Documents
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Search results for , issue "Vol 2 No 1 (2014)" : 6 Documents clear
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE COOPERATIVE INTEGRATED, READING AND COMPOSTION (CIRC) MATA PELAJARAN SEJARAH GUNA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA KELAS XI IPS 2 SEMESTER GANJIL DI MA NURUL HIKAM Raudhatul Jannah
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 2 No 1 (2014)
Publisher : STKIP PGRI SITUBONDO

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Abstract

Student learning activities is one of the action that affect learning in the learningoutcoomes achieved by student. There ara many models of learning are less aroused teacher and student learning activities student will eventually get bored while following the learning process in the classroom. The research object class XI IPS2 were 30 students. Hopkins reseach design scheme using four phases : planning, action, observation and reflection. To obtain reseach data using the method of observation, interview, and test. Data analysis in this study used a qulitative descriptive analysis.Reseaech by implementing Cooperative Learning Cooperative Integrated Type, Reading and Compostion (CIRC) is divided into two cycles can be seen there is an incrase in activity and learning outcomes. First cycle of learning activities of student in the learning process is quite active and student learning outcomes increased by 8,88%. Cassical completeness cycle I by 80%. Student learning outcomes cycle I, still can not be said to be completed in the classical then continued learning in cycle II, students learning activities category, increased yield learning cycle I and cycle II increased by 6,67% and the classical completness result in cycle II was 86,67%. With the achievement of mastery learning classical derived class XI IPS-2 MA Nurul Hikam it is not necessary futher action cycle again.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TIMED PAIR SHARE UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MATA PELAJARAN IPS POKOK BAHASAN PASAR PADA SISWA KELAS VIII-B SMP NEGERI 1 ARJASA Dyan Yuliana
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 2 No 1 (2014)
Publisher : STKIP PGRI SITUBONDO

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Abstract

The object of this research were 28 students on class VIII-B. The design of this study is Hopkins schema model with 4 phases, which are planning, action, observation, and reflection. Collecting research data, researcher uses observation method, interview, and test. Data analysis of this study uses qualitative descriptive analysis. The result of this study showed that student’s learning activities and their learning outcomes were increased. Student’s learning activity fulfill “middle active” category before doing an action. The result of learning activity analysis on the first cycle show percentage degree 78,57% and the daily test on the first cycle reach 78,57% classical mastery criterion. This showed that the application of Timed Pair Share learning model on the first cycle was not succeed yet, so this study was continued to the second cycle. The result of second cycle showed that student’s learning activity was on “active” category with percentage degree 86,11%. Besides that, daily test analysis on second cycle reached percentage degree 85,71%. Student’s achievement on daily test on second cycle showed that Timed Pair Share learning model affects student’s learning activity and their learning outcomes. It was proved based on the application of Timed Pair Share learning for students of class VIII-B State Junior High School 1 Arjasa fulfills classical mastery criterion.
PENERAPAN METODE PEMBELAJARAN EXAMPLE NON EXAMPLE MATA PELAJARAN IPS DENGAN KOMPETENSI DASAR MENDESKRIPSIKAN HUBUNGAN ANTARA KELANGKAAN SUMBER DAYA DENGAN KEBUTUHAN MANUSIA YANG TIDAK TERBATAS GUNA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA Tri Astindari
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 2 No 1 (2014)
Publisher : STKIP PGRI SITUBONDO

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Abstract

Improving the quality of learning can be done by applying effective learning strategies or methods in the classroom, empower students and utilize the potential existing resources in school environment. Student’s activities in teaching and learning activities were characterized by the participation of students in carrying out the task which given by teacher. The result of this study indicate an increase in student’s learning outcomes, although Example non Example learning on the first cycle have not reached the minimum mastery criterion, so that Example non Example learning continued to the second cycle. The result of daily test analysis on the second cycle obtained classical completeness 87,5%, which indicates that the achievement of minimum mastery criterion. The conclusion of this study that the application of learning method by teacher greatly affects student’s learning activity and their learning outcomes. It is proved that the Example non Example learning can improve student’s learning activities and their learning outcomes in social science school subject on class VIII-V, with classical mastery degree 87,5%.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE PQ4R UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPS KOMPETENSI DASAR MENDESKRIPSIKAN PELAKU-PELAKU EKONOMI DALAM SISTEM PEREKONOMIAN INDONESIA KELAS VIII-A SMP NEGERI 2 MLANDINGAN Ahmad Hafas Rasyidi
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 2 No 1 (2014)
Publisher : STKIP PGRI SITUBONDO

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Abstract

Low activity and student learning outcomes can be caused by the experience of students working on social studies questions which they think are difficult, difficult and difficult because they do not understand a concept. The PQ4R cooperative learning model is used to help students remember what they read. With these reading skills, each student will enter a scientific world that is full of charm, understands the treasures that develop many other skills that are very useful for achieving success in life. Skilled reading activities will open up broad knowledge, gates to deep wisdom, and expertise in the future. In the implementation in cycle II, the results of student activity observations showed an increase. This can be seen in the activity of students who experienced a fairly high increase compared to the observations made in cycle I, namely there was an increase of 1.9%, namely 85.98% in the observation of student activity in cycle I to 87.88% although it was not too high an increase in learning activities, but This is sufficient to prove that the learning activities of class VIII-A students in social studies subjects are active. Student learning outcomes have met the standard of learning completeness ≥ 85% classical completeness, in cycle I there are 16 with a classical completeness percentage of 63.63% of students completing classically while in cycle II there is an increase in students who complete up to 20 children with a completeness percentage of 90, 91%.
PENGARUH LINGKUNGAN TERHADAP HASIL BELAJAR SISWA PELAJARAN IPS KELAS VIII SEMESTER GENAP DI SMP NEGRI 3 PANJI KABUPATEN SITUBONDO Firman Jaya
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 2 No 1 (2014)
Publisher : STKIP PGRI SITUBONDO

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Abstract

The results of student learning is the assessment of learning activities that have been performed and the shape of the final formulation is given by the teacher to see the extent to which the student's ability that is expressed in simbu, numbers, letters and sentences to reflect the results already achieved. Environment is to include all of the conditions in this world in certain ways affect behavior, growth, perkambangan or lifeprocesses kecualai genes and even genes can also be seen as preparing the environment (to provide envirnment) for other genes. The learning environment is an important determinant of student success in order to achieve the desired learning outcomes. Researchers the object of eighth grade students study as many as 100 people.Afterdata analysis and testing hypotheses, can be assessed the level of the correlation coefficient between the learning outcomes (Y) to the environment (X1) by ignoring the school environment (X2) and the community (X3) of 0.3044. While the value of the correlation coefficient between the level of learning outcomes (Y) with the school environment (X2) by ignoring the family lingkingan (X1) and the community (X3) of 0.2788, while the value of the coefficient level korekasi between learning outcomes (Y) with the community ( X3) with mengbaikan family environment (X1) and the school environment (X2) is 0.4228. And the value of the correlation coefficient between ketinga level bebes variables simultaneously with kriteriumnya Ry (1,2,3) as 0.604.Further proving the working hypothesis by using F major, major work will prove hypotension when the F-count is greater than F-table with singnifikan level of 5%. Large F-count was 18.373 while the F-table is 2.6994 at N = 100, mean F-count is greater than F-table dikatan segingga no significant influence of the environment on student learning outcomes VIII grade social studies in junior high school second semester Lesson 3
PENERAPAN PEMBELAJARAN KOOPERATIF PROBLEM POSING UNTUK MENINGKATKAN HASIL BELAJAR SISWA KOMPETENSI DASAR MENGINDETIFIKASIKAN TINDAKAN, MOTIF DAN PRINSIP EKONOMI MATA PELAJARAN IPS KELAS VII DI MTS SABILIL MUKARROMAH BERCAK CERMEE BONDOWOSO SEMESTER GENAP Zainul Munawwir
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 2 No 1 (2014)
Publisher : STKIP PGRI SITUBONDO

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Abstract

Problem posing method of learning is that students are less able to present a problem. Results of some studies also menyabutkan that one material that Shiva is considered to be difficult in solving the story (Muliyardi, 2001: 2). Design of this research is the PTK to collaborate with teachers who do 2 sklus. In the last four stage PTK is planning, action, observation and reflection. Primary data using secondary data replication tests with interviews. The study used must target value or KKM (Criterion Kutubtasan Minimal) determine success criteria for menganilisis data. Based on the findings in chapter IV can be saved as follows: Pnenerapan learning cooperative problem posing can increase student learning outcomes achieve a gain of 91% basic competence mengdentifikasikan actions, motives and economic principles of subjects ips Sester 1 class VII MTs Sabilil Mukarromah BercakCermee Bondowoso.

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