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Miftahus Surur
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JL. MADURA NO 34 MIMBAAN PANJI SITUBONDO
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Kab. situbondo,
Jawa timur
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 3 No 2 (2016)" : 6 Documents clear
PENERAPAN PEMBELAJARAN MODEL SOLUTION AND CRITIC GROUP UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA KOMPETENSI DASAR MENGINDENTIFIKASI BENTUK PASAR DALAM KEGIATAN EKONOMI MASYARAKAT PADA MATA PELAJARAN IPS KELAS VIII-B MTs AL-IMAN KLATAKAN SITUBON Nursalam Nursalam
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 3 No 2 (2016)
Publisher : STKIP PGRI SITUBONDO

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Abstract

Based on observation result on MTs Al-Iman Klatakan Situbondo, mastery IPS inclined still low far from supposed. Success measuring rod teaches to based in successfully learn 85% to successfully learn classically not yet reached. Based on background, so problem formulation as follows: (1 is applications model study solution and critic group increase student activity in competence base identify market form in subject society economi activity IPS class VIII-B MTs Al-Iman Klatakan Situbondo academic of year 2015/2016?, and (2) is spplications model study solution and critic group increase result learn student in competence base odentify market form in subject society economi activity IPS class VIII-B MTs Al-Iman Klatakan Situbondo academic of year 2015/2016?. Research design was Classroom Action Research that is done 2 cycles. In Classroom Action Research, there 4 stages that is planning, action, observation, and reflection. Primary data by using repetion test, observation with at checklist, and secondary data with interview. Researcher uses target value necessity determine successful as follows: (1) model study applications solution and critic group can increase activity learn to achieve 87%, and (2) model study applications solutiond and critic group can increase result learn to achieve 89%.
PENINGKATAN AKTIVITAS DAN HASIL BELAJAR SISWA MELALUI MODEL COOOPERATIVE LEARNING TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) PADA MATA PELAJARAN IPS TERPADU KELAS VII SMP NEGERI 2 ASEMBAGUS SEMESTER GENAP Miftahus Surur
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 3 No 2 (2016)
Publisher : STKIP PGRI SITUBONDO

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Abstract

Low learning activity on Integrated Social Science subject adversely affects student’s learning outcomes. One factor that affect student’s learning outcomes was learning model which implemented by teacher. The objective of this research was enhanced student’s learning activity and their learning outcome on Integrated Social Science subject by the implementation of cooperative learning model with Team Assisted Individualization (TAI). This research was conducted since May 12th, 2016 until May 21st, 2016 with research object was students Class VII-B as many as 24 students. The research design was Hopkins scheme model, by using 4 phases, which were planning, action, observation, and reflection. To collect data, this research used some techniques, which were observation, interview, and test. The data analysis of this research was used qualitative descriptive analysis. The result of this research showed that student’s learning activity and their learning outcomes was enhanced. Before the implementation of learning model, student’s learning activity was on medium criteria. Based on the result of daily test analysis on the first cycle, student’s classical mastery degree was 77,86%. It showed that the implementation of cooperative learning model with Team Assisted Individualization (TAI) on the first cycle was not succeeded, so this research will be continued to the second cycle. And, the result of daily test analysis on the second cycle, student’s classical mastery degree was 91,14%. Students succeed on the second cycle daily test showed that the implementation of cooperative learning model with Team Assisted Individualization (TAI) was succeeded and brought students to get maximum learning outcomes. Based on the result of this research and its discussions, it can be concluded that the implementation of cooperative learning model with Team Assisted Individualization (TAI) was proved can enhanced student’s learning activity and their learning outcomes on Integrated Social Science subject with classical mastery degree 91,14%.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBER HEAD TOGETHER UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR PADA MATA PELAJARAN IPS TERPADUDENGAN KOMPETENSI DASAR MENDESKRIPSIKAN HUBUNGAN ANTARA KELANGKAANSUMBER DAYA DENGAN KEBUTUHAN MANUSIA YANG TID Ahmad Hafas Rasyidi
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 3 No 2 (2016)
Publisher : STKIP PGRI SITUBONDO

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Abstract

The research was conducted from April 20th until May 30th 2015 with the research object was students of Class VIII-C as many as 28 students. The design of this study is a Hopkins scheme model, with 4 phases, that wew planning, action, observation and reflection. Data collection technique which used in this study were observation, interviews and tests. Data analysis in this study used a qualitative descriptive analysis. The results of this study showed an increase in student’s learning activity and student’s learning outcomes. Student’s learning activities before the action was quite active criteria. From the analysis of student’s learning activity on the first cycle obtained 78.57% and the percentage of daily tests on the first cycle obtained classical mastery 78.57%. This shows that the implementation of Numbered Head Together (NHT) learning model in the first cycle was not successful, and then this study would be continued to the second cycle. Student’s learning activity in the second cycle was in the active category with the percentage of 86.11%, while the analysis of daily tests on the second cycle obtained classical mastery 85.71%. The achievement of students on daily tests showed that Numbered Head Together (NHT) learning model have been successful and have been able to bring students to increase their learning outcomes. It can be concluded that the learning models which used by teachers greatly affect to student’s learning activity learning outcomes. It can be proven in the implementation of Numbered Head Together (NHT) learning model in Integrated Social Science Subject on Class VIII-C State Junior High School 1 Jangkar Situbondo, which has achieved the classical mastery.
PENGARUH MOTIVASI BELAJAR DAN KESIAPAN BELAJAR TERHADAP HASIL BELAJAR SISWA MATA PELAJARAN SEJARAH KELAS XI-IIS SMA NEGERI 1 PRAJEKAN SEMESTER GANJIL TAHUN PELAJARAN 2015/2016 Dyan Yuliana
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 3 No 2 (2016)
Publisher : STKIP PGRI SITUBONDO

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Abstract

In the educational process the emphasis lies on the part of students that will be a process of learning which the interaction with experiences. Learning resulted in a change in those who learn. Such changes are integral, meaning that changes in cognitive, affective, and psychomotor. According to the theory, the cognitive aspects can be influenced by students' learning readiness. Conditions of students who are ready to receive lessons from teachers, will try to respond to the questions that have been given by the teacher. This study aims to determine whether there is influence intrinsic motivation, extrinsic motivation and readiness to learn students' learning outcomes of students. This research is quantitative. Methods of data collection were questionnaires, tests, and documentation. The subjects were students of class XI IIS with a population of 65 students. Data analysis includes the correlation and analysis of variance fatherly all variables. Hypothesis test to determine the effect of intrinsic motivation, extrinsic motivation and readiness to learn students' learning outcomes of students with the results of F = 14.241, F table = 3.94 at α = 0.05. Turns of F = 14.241> F table = 3.94. For R Square obtained 41.189%, we conclude that there is the influence of intrinsic motivation, extrinsic motivation and readiness to learn students' learning outcomes of students with the effective contribution of 41.189%. Effective contribution (SE) predictor (X1) intrinsic motivation to criterion (Y) student learning outcomes 9.381%, Effective Contribution (SE) Predictor (X2) extrinsic motivation to criterion (Y) 0.830% student learning outcomes, Contribution Effective Predictor (X3) student learning readiness to criterion (Y) 30.978% of student learning outcomes of this study indicate that the readiness of students more influence on student learning outcomes than the motivation to learn. By looking at the results of the data which has been described previously, it can be concluded that "There is a positive influence between learning motivation and learning readiness of the learning outcomes of students in eleventh grade history lesson IIS in SMA 1 Prajekan semester of the school year 2015/2016
PENGARUH PEMANFAATAN INTERNET DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR SISWA KELAS VII DI SMP NEGERI 1 KAPONGAN TAHUN PELAJARAN 2015/2016 Irma Noervadila
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 3 No 2 (2016)
Publisher : STKIP PGRI SITUBONDO

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Abstract

Student learning outcomes are achieved vary, there are students who are high achievers, medium, and there are also students who are underachieving. This is of course influenced by various factors, both internal factors (derived from the students themselves) as well as external factors (derived from outside the students themselves). Factors that affect student achievement arise from within and outside the student is learning motivation and learning styles of students. Habit or something that is done repeatedly is a way of acting that has been mastered, tested, uniform, and applies automatically without thinking anymore, which can affect students' goals to achieve the desired learning outcomes. This study aims to determine whether there is influence of the use of the internet and motivation toward learning outcomes seventh grade students of SMP Negeri 1 Kapongan regency. This research is quantitative. Methods of data collection were questionnaires, tests, and documentation. The subjects were students of class VII with a population of 127 respondents using the random sampling method was taken by 100 respondents. Analysis of data using correlation analysis and multiple regression analysis. Hypothesis test to determine the influence of independent learning, and the learning environment is known F reg at 34.052. While F table that is equal to 3.96 with a significance level of 5%. From these calculations, the prices of 34.052 F reg greater than F table the 5% significance level of 3.96. So F reg> F table which means the null hypothesis is rejected and the alternative hypothesis is accepted. This suggests that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. An alternative hypothesis is accepted: "There is a very strong significant effect between use of the Internet, intrinsic motivation and extrinsic motivation together on learning outcomes of students of SMP Negeri 1 Kapongan 2015/2016 school year. For R Square obtained 51.553%. From the calculation of the analysis can be seen that extrinsic motivation is greater than the other variables which give the effect of 33.598% of the student learning outcomes. Influence of intrinsic motivation of 23.117%, while the use of the Internet provide a donation of 17.975.
PENGARUH EFEKTIVITAS BELAJAR SISWA TERHADAP HASIL BELAJAR SISWA MATA PELAJARAN IPS KELAS VII SMP NEGERI 5 PANJI SITUBONDO SEMESTER GENAP TAHUN PELAJARAN 2015/2016 Dassucik Dassucik
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 3 No 2 (2016)
Publisher : STKIP PGRI SITUBONDO

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Abstract

The current implementation of the curriculum system cannot be separated from the effectiveness of activities on students or directly involving students in learning, students can be actively involved, because they are the center of learning activities and competency building. Students must be involved in directed question and answer and seek solutions to various learning problems. Students should be encouraged to interpret the information provided by the teacher, until the information can be accepted by common sense. The purpose of this study was to determine the effect of learning effectiveness on student learning outcomes in social studies class VII SMP Negeri 5 Panji Situbondo even semester of the 2015/2016 academic year. From the research results obtained using the analysis formula of variance regression lines, the value of Ry (1,2) empiric is 0.60017, which when consulted with the r-table with N of 100 respondents and a significance level of 5%, obtained 0.195. The calculation is intended to prove the major working hypothesis by using a significance test. From the results of the calculation of the analysis of variance of the regression line, it is obtained that the Reg. Is 27.30494. And when consulted with F table for db1 = 2 and db2 = 97 with a significance level of 5%, obtained 3.0902. Thus, the results of these calculations indicate that the F reg value exceeds the F table value. Based on the results of the data analysis, the major work hypothesis which reads "there is an effect of student learning effectiveness on student learning outcomes in social studies subject grade VII even semester SMP Negeri 5 Panji Situbondo even semester of the 2015/2016 academic year" is accepted. Furthermore, the level of effectiveness of the regression line was obtained at 36.01972%. This means that the contribution of the predictors was 36.01972%, while the other predictors that were not researched contributed 63.98828%. The effective contribution (SE) to the predictor of student learning effectiveness at school (X1) to the learning outcome criterion (Y) was 17.02444%, while the effective contribution (SE) was the predictor of student learning effectiveness at home (X2) to the learning outcome criterion (Y) amounted to 18.99528%. This shows that the effectiveness of learning at home has more effect on student learning outcomes than the effectiveness of learning at school.

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