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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 5 Documents
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Search results for , issue "Vol 4 No 2 (2017)" : 5 Documents clear
PENERAPAN PEMBELAJARAN KOOPERATIF MODEL NUMBER HEAD TOGETHER (NHT) DENGAN MEDIA KOKAMI DALAM MENINGKATKAN HASIL BELAJAR IPS TERPADU KOMPETENSI DASAR MENGIDENTIFIKASI TINDAKAN EKONOMI BERDASARKAN MOTIF DAN PRINSIP EKONOMI DALAM BERBAGAI KEGIATAN SEHARI-HAR Dassucik Dassucik
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 4 No 2 (2017)
Publisher : STKIP PGRI SITUBONDO

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Abstract

There are various distinct issues in the learning process. One problem that often occurs in the classroom is the low mastery learning students due to low student learning outcomes. One is the science subjects of class VII. at SMP Negeri 2 Situbondo. The purpose of this study was to determine the yield increase by applying Student Model Number Head Together (NHT) Seventh Grade Science Lesson In SMP Negeri 2 Situbondo. The approach used in this research is a qualitative approach, while type of research is a classroom action research with research subjects were students of class VII at SMP Negeri 2 Situbondo. The data obtained were collected by the method of observation, interviews, and documentation, while the implementation. Based on the results of the analysis can be seen that NHT learning can increase academic skills and can enhance cooperation among students, because the NHT learning students can find their own concepts that should be known by the investigation of real problems. In the first cycle is complete learn classical by 82% and the individual students who completed as many as 23 students and 5 students not complete. Factors - factors that cause incomplete study of 5 students is that they did not master the material, less conscientious, shy to ask, and less good at set time in doing it. In the second cycle was reached in the classical mastery learning students by 86% as many as 24 students who completed individually.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP PENINGKATAN HASIL BELAJAR EKONOMI PADA SISWA KELAS X - 1 SMA NEGERI 1 PRAJEKAN MATERI POKOK KEBUTUHAN Nurul Azise; Nursalam Nursalam
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 4 No 2 (2017)
Publisher : STKIP PGRI SITUBONDO

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Abstract

Base early observation and yielding interview by learns economy at SMAN 1 Prajekan, gotten by that information at class X-1 result studies student still haven't accomplished Minimal Thoroughness Criterion. Besides is gotten that method that utilized by tend teacher utilizes discourse, so student perceives saturated to study and there are many material which was complete. This research intent to increase and completes economic studying result student braze X-1 through learning model implements Jigsaw type on subject “KEBUTUHAN” discussion. This observational type is Observational Action braze. Observational activity in one cycle is done through 4 phases which is planning, action performing, observation, reflection. If was successful, done by succeeding cycle. Data collecting via interview, essay, observation, and documentation. Result observationaling to point out that on kognitif's domain on alae I. cycle classical is 78,57% but yielding those are still haven't accomplished ala thoroughness percentage klasikal where klasikal's thoroughness already been established is 85% therefore researcher drawn out to go to cycles II. and yielding learned one is reached is 96,43%. On afektif's domain I. cycle as big as 75% and cycles II. as big as 97,5%. For psikomotor's domain I. cycle as big as 80% and cycles II. as 100%. With so gets to be concluded that learnings model implements Jigsaw types can increase and complete economic student studying results student braze X-1 SMAN 1 Prajekan on subject “KEBUTUHAN” discussion. Base observational result already we do it, therefore our tips is implemented model Jigsaw type learning can make alternative in teaching by espoused supportive learning media, e.g. charta so student not saturated and passive at within class. By use of type learning model this Jigsaw student becomes to be motivated, active, and innovative and creative because agreeable class condition. It visually on yielding step-up studies student on cycle II. which is 96,43% as compared to studying result on I. cycle which is 78,57%, so also on afektif's aspect and psikomotor is student.
PENINGKATAN AKTIVITAS DAN HASIL BELAJAR SISWA MELALUI PENERAPAN PEMBELAJARAN MODEL PROBLEM BASED LEARNING (PBL) SISWA PADA MATA PELAJARAN IPS/ EKONOMI KOMPETENSI DASAR MANUSIA SEBAGAI MAKHLUK SOSIAL DAN EKONOMI KELAS VII.A SEMESTER GANJIL DI SMP NEGERI Ika Hidayati; Miftahus Surur
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 4 No 2 (2017)
Publisher : STKIP PGRI SITUBONDO

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Abstract

Problem-based learning (Problem Based Learning), is one of the innovative learning model that can provide an active learning conditions for students. PBL is a learning model that engages students to solve a problem through the stages of scientific methods so that students can learn knowledge related to these issues and also have the skills to solve problems (Ward, 2002). The object of research is VII.B graders were 26 people. The design of this study is modeled by using the scheme Hopkins Tagart 4 phases: planning, action / action, observation and reflection. To obtain the data in this study using observation, interview and test. Data analysis in this study used a qualitative descriptive analysis. The results of preliminary or repeat the test before the action can be seen that 35.71 This increase also occurred in student activities while following lesson pembelajara using Problem Based Learning (PBL), the observations of student learning activities before the measures amounted to 83.33 percent of the student activity % the activity of a sufficient criterion. While the results of observations made on the implementation of the first cycle of learning keativan students reach 87,18% by the activity of both criteria, and having carried on observations of student learning activities seem very good increased activity of the percentage of students reaching 88.78%. At this stage of reflection carried out by researchers and observers are analyzing the results obtained from the observation of student activity, from the observation of student activity on the implementation of the second cycle it seems there is an increase compared to the average score achieved in the implementation of the first cycle of 85 , 25% to 88.78%. From all the research that has been carried out then the researchers can take the conclusion that the application of learning to Problem Based Learning (PBL) can enhance the activity and student learning outcomes in social studies / Economics Competence Basic Human Beings For Social and Economic odd semester class VII.B at SMP Negeri 2 Kendit Academic.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBEREDHEAD TOGETHER (NHT) UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA DALAM PELAJARAN IPS EKONOMI POKOK BAHASAN PELAKU KELAS VIII A DI SMP NEGERI 1 MANGARAN Nuhol Kisti; Ahmad Hafas Rasyidi
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 4 No 2 (2017)
Publisher : STKIP PGRI SITUBONDO

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Abstract

The learning model is one of the causes that can affect the activity and student learning outcomes. During this learning is done in school pupils only listen to what is described by the teacher and it is less appropriate for the characteristics of social studies. One of the learning appropriate to the characteristics of the social studies and improvement of learning achievement is cooperative learning. In this study the authors only discuss the structural approach mode s Numbered Heads Together (NHT). Selection of structural models approach Numbered Heads Together (NHT) is because in this model the student occupies a dominant position in the learning process and the cooperation in the group with the presence of its main characters numbering so that all students are trying to understand the material being taught and each is responsible for a number of its members each. The purpose of this study was to determine the activity and student learning outcomes using learning of cooperative learning model application types Numbered Heads Together (NHT) on the subject of social studies classes of economic actors VIII A one In the SMP Negeri 1 Mangaran. The collection of data used in this study as follows : 1) observation method is used to determine the percentage of students activity levels during the learning process, 2) the test method used to determine student learning outcomes obtained from daily test results of students who performed each subject . From the results of this study, it is known mastery of learning outcomes, 3) interview or interview method is to achieve complementary data in charging attachment, 4) method is a method of supporting documentation of the method of observation. From the analysis of observations of student activity resulted in an increase in the positive . This is evidenced by the size of the average percentage of students in a discussion keaktivan likely to increase from the previous liveliness from 65,33 % to 78,22 %. Mastery learning that was obtained from the results of tests of mastery learning students increased to 92 % or from 25 students got passinggrade is 23 students and 2 students who do not complete. Thus there are two that have been achieved after the implementation of the first cycle and second cycle . In this research is the first change can be categorized some students have good behavior in following the second change is learning and improving student learning outcomes initially mastery learning students 60 % increase to 90,32 %. So the application of cooperative learning NHT (Numbered Heads Together) in social studies subject matter of economic agents can increase the activity and student learning outcomes in class VIII A 1 SMP Mangaran.
PENERAPAN MODEL PEMBELAJARAN AKTIF THE POWER OF TWO UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPS DENGAN KOMPETENSI DASAR “MENDISKRIPSIKAN PELAKU – PELAKU EKONOMI” KELAS VIII B SEMESTER I DI MTs BURHANUL A Lina Sugiarti; Dassucik Dassucik
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 4 No 2 (2017)
Publisher : STKIP PGRI SITUBONDO

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Abstract

KTSP assesses student learning outcomes in the process of achieving and understanding what is being learned, therefore, students need to know the criteria for mastery of competencies which will be used as a standard for assessing learning outcomes, so that students can prepare themselves through mastery of the following competencies. developed based on specific objectives studied in accordance with the competencies mastered. Classroom Action Research Design (CAR). This research is said to be classroom action research from the beginning to the end of the study. Kurt Lewin's model research method, namely classroom action research described in a spiral consisting of four phases, namely the planning phase (planning); action (action); observation (observation); and reflection (reflection). In the implementation of the observation meeting I cycle I it is known that the category of student activity is 53%, namely inactive. At the second meeting of the first cycle in observing student activity, it is known that 67% or it is said to be active. The results of the analysis of daily tests I can be seen in the appendix. Based on these results, data were obtained from 10 students who did not complete the test from 33 students who took daily tests or 30% classically, because these students scored less than 70% of the maximum score of 100 and 23 students completed individually. Classical mastery of learning reached 70%. In the implementation of the observation meeting I cycle II, it is known that the category of student activity is 84%, namely active. At the second meeting of cycle II in observing student activity it is known that 94% or it is said to be very active. The results of the analysis of daily tests II. Based on these results, the complete data is obtained classically 100%, because these students get a score of more than> 70 from a maximum score of 100 of 23 students complete individually. Student learning outcomes in cycle II have improved quite well if compared to before the action and cycle I and the study was stopped in Cycle II.

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