Jurnal Keguruan dan Ilmu Pendidikan
The Jurnal Keguruan dan Ilmu pendidikan (JKIP) publishes original research papers, case reports, and review articles. The publication includes the following topics: Early childhood education. Adult education Mathematics and science education. Guidance and counseling education. Educational technology. Character education. Special needs education. Global issues in education Technical and vocational education. Language education. Social science education Educational management Sport science and physical education Other areas in education.
Articles
228 Documents
<![CDATA[Penerapan Model Pembelajaran Terpadu Tipe Nested Untuk Meningkatkan Hasil Belajar Siswa Kelas III Sekolah Dasar ]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 9 No 3 (2020) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (136.83 KB)
|
DOI: 10.0901/jkip.v9i3.1164
<![CDATA[This study aims to improve the learning outcomes of third grade students at SDN 3 Sesean, Sesean Subdistrict, North Toraja Regency by using classroom action research with the subjects of the study were all third grade students of SDN 3 Sesean, totaling 30 students consisting of 18 women and 12 men. The techniques and procedures for collecting data in this study consisted of sources of data obtained from test results, teacher and student observation, interviews and documentation using the nested type integrated learning model. This study consisted of two cycles, namely cycle I and cycle II. In each cycle consists of several stages, namely the stages of planning, action, observation, and reflection. The first cycle of the use of the integrated learning model of the nested type conducted by the teacher is adequately qualified (C) with an average value of 50.5, in the second cycle increases because all the steps of learning using nested type integrated learning have been carried out and all indicators are fully implemented so that qualify well (B) with an average value of 71.17. as well as student learning outcomes in each cycle increases from cycle I to cycle II. The conclusion that the researchers obtained in this study was to use the learning model nested in thematic learning with environmental themes can improve learning outcomes of students in class III SDN 3 Sesean Sesean District, North Toraja Regency.]]>
<![CDATA[Hubungan Bimbingan Belajar Orang Tua dan Konsep Diri Terhadap Hasil Belajar Matematika Siswa Kelas V SDN 4 Sesean ]]>
<![CDATA[Yohanis Padallingan]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 9 No 3 (2020) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (246.445 KB)
|
DOI: 10.0901/jkip.v9i3.1166
<![CDATA[The formulation of the problem in this study are 1) is there are role for parental tutoring and self-concept on mathematics learning outcomes, 2) is there a positive ang significant relationship between parental tutoring and self-concept on student mathematics learning out comes? This research is a quantitative study and the design of this study uses pearsosn correlation analysis. Data collection using questionnaires, documentation and interviews. The subjects if this study were student of class Vb SDN 4 Sesean with a total population of students .sampling technique using the entire population as members of the sample. This instruments used to collect data in this study were a documentation questionnaire test and an interview. Data analysis using inferential statistics, namely simple correlation and multiple correlation, were analyzed using the SPSS 16.0 For Windows application for descriptive statistics and inferential statistics. Descriptive statistics are used to describe the variables in the from of average score, maximum score, minimum score, and standard deviation, while inferential statistics are used to test the hypothesis. The result of the study : 1) there is a positive and significant relationship with parental tutoring and mathematics learning outcomes with r count of 0,035. 2) there is a positive and significant relationship with self-concept and mathematics learning outcomes with r count of 0,035. The conclusion of this research is that there is a positive and significant significance of tutoring and self-concept towards the mathematics learning outcomes of the fifth grade students of SDN 4 Sesean.]]>
<![CDATA[Pengaruh Keterampilan Mengajar Guru Terhadap Motivasi Siswa pada Pembelajaran Tematik ]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (169.206 KB)
|
DOI: 10.0901/jkip.v10i1.1167
<![CDATA[Teacher teaching skills are very important in the learning process in the classroom, because it will determine the success of students. The enthusiasm of the teacher in providing learning for students can be seen from the teaching skills of a teacher. This can affect the effective learning process so that students can be motivated to take part in the learning process in class. Therefore, rakes must fully understand their role in the teaching and learning process in the classroom. With teacher teaching skills, teachers are required to be skilled in carrying out their duties as teachers, with skilled teachers will have a positive impact on their students. This study uses quantitative research with the type of Ex-Posfacto research. The data technique used questionnaires, interviews and documentation. The prerequisite analysis test shows that the data is normally distributed and linear so that the hypothesis testing technique uses simple linear regression analysis. The results showed that the significant value was 0.000. Because 0.000 < 0.05, Ho is rejected and Ha accepted, so it can be stated that there is an effect of teacher teaching skills on student motivation in thematic learning.]]>
<![CDATA[Analisis Peran Kepala Sekolah dalam Manajemen Mutu Pendidikan Di SDN 6 Kesu’ ]]>
<![CDATA[Hakpantria Hakpantria]]>;
<![CDATA[Weryanti Laen Langi’]]>;
<![CDATA[Ary Wahyuni Pabane]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (159.646 KB)
|
DOI: 10.0901/jkip.v10i1.1168
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan (1) peran kepala sekolah dalam menerapkan manajemen mutu pendidikan di SD Negeri 6 Kesu’, (2) faktor-faktor pendukung dan penghambat dalam pelaksanaan mutu manajemen sekolah di SD Negeri 6 Kesu’. Jenis penelitian kualitatif deskriptif. Subjek dalam penelitian adalah kepala sekolah dan guru SDN 6 Kesu’. Adapun teknik pengumpulan data dalam penelitian ini menggunakan teknik wawancara, observasi dan dokumentasi.Hasil penelitian menunjukkan bahwa kepala sekolah sudah menjalankan perannya dengan baik meskipun belum maksimal, namun kepala sekolah selalu berusaha untuk memaksimalkan mutu pendidikan di SDN 6 Kesu’. Sebagai kepala sekolah di SDN 6 Kesu’ ada beberapa peran yang dilaksanakan seperti: (1) peran kepala sekolah sebagai manajer (2) kepala sekolah sebagai edukator (3) kepala sekolah sebagai leader (4) kepala sekolah sebagai pencipta iklim kerja. Adapun mutu SDN 6 Kesu’ antara lain : prestasi akademik dan non akademik mulai dari tingkat kecamatan hingga kabupaten. Selain itu, mutu pendidikan di SDN 6 Kesu’ didukung oleh kurikulum, sarana dan prasarana, hubungan kepala sekolah dengan masyarakat dan manajamen kesiswaan.Dapat disimpulkan bahwa faktor pendukung peningkatan mutu pendidikan dipengaruhi oleh beberapa hal selain kepala sekolah menjalankan perannya dengan baik faktor seperti manajemen kurikulum, manajemen sarana dan prasarana, manajemen hubungan sekolah dengan masyarakat, serta manajemen kesiswaan sangat mempengaruhi meningkatnya mutu pendidikan.]]>
<![CDATA[Pengaruh Penggunaan Gadget Terhadap Kemampuan Interaksi Sosial Siswa Kelas V SDN 2 Tallunglipu ]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (251.564 KB)
|
DOI: 10.0901/jkip.v10i1.1169
<![CDATA[The goal of this study was to determine the effect of the use of gadgets on the social interaction skills of 5th graders. This study used a quantitative approach with survey research type. The data collection techniques used were interviews, questionnaires and documentation. The data analysis technique used was the product-moment correlation analysis. The sample of respondents in this study were 20 students consisting of 8 males and 12 females. Based on the research findings, the coefficient of gadget use is 4.273, while can be calculated in the table with ? = 0.05 and df = 18 (obtained from the n-2 formula, where n is the number of respondents, that is 20-2) so that is 2,100. The gadget usage variable has a significant level of 000 < 0.05, which means that it is significant with H1 accepted and H0 rejected. Thus, it can be concluded that there is a significant influence between the use of gadgets and students' social interactions.]]>
<![CDATA[Students’ Perception Toward Implemetion Of Peer, Self and Teacher Corrections on Students’ English Grammar Mastery at English Education Department Teacher Training and Education Faculty of UKI Toraja ]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (178.16 KB)
|
DOI: 10.0901/jkip.v10i1.1170
<![CDATA[The objective of this reasearch are 1) To find out what are the positeive perception of the students of UKI Toraja toward Implemetion Of Peer, Self And Teacher Corrections On Students’ English Grammar Mastery. 2). To find out what are the negative perception of the students of UKI Toraja toward Implemetion Of Peer, Self And Teacher Corrections On Students’ English Grammar Mastery. The sample of this rsearch consist of 10 students was taken by using accidental sampling technique. The writer used semi interview to find the data of this rsearch. And the result of this research showed that there were some positive and negative toward implementation Peer, Self And Teacher Corrections On Students’ English Grammar Mastery At English Education Department Teacher Training. The positive perception are 1). improve students 'writing skills ,students have more role in correcting their peers' mistakes, students are better able to understand the explanations from their own friends, to realize students' writing skills. increasing students' knowledge2). The students can realize mistakes they made and they improve theirself automatically. 3) Make teachers understand student work and find errors in each student's assignments. the score of students is more real The teacher can know the extent to which the students can understand the material taught teachers or lecturers can be active , the teacher immediately correct the studuents work. Easier for teachers to find errors. However there were several negative perceptiton of this method are 1). The students some time cannot correct their work one another because they do not understand about the material they studied. 2). The teacher sometime do not correct the students’ paper carefully.]]>
<![CDATA[Penerapan Pendekatan Kontekstual Dalam Membangun Self Awereness Siswa Kelas VII SMP Katolik Rantepao ]]>
<![CDATA[Selvy Rajuaty Tandiseru]]>;
<![CDATA[Alexander Pakiding]]>;
<![CDATA[Meliakin Pilipus]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 5 No 1 (2016) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (185.168 KB)
|
DOI: 10.0901/jkip.v5i1.1172
<![CDATA[The contextual approach is one of the learning strategies that emphasizes the processof full student involvement in being able to find material that is learned and connectswith real situations. This research is a descriptive study that aims to find out: 1) theimplementation of learning in applying a contextual approach: 2) student activities inmanaging learning with a contextual approach: 3) comparison of self-awareness of classVII students of Rantepao Catholic Middle School with the application of a contextualapproach. The population in this study were all seventh grade students of RantepaoCatholic Middle School consisting of a total of 86 students. The sampling technique iscluster random sampling technique, so that two classes were selected, namely class VIIcand VIIA as a sample with a total of 57 students. Data collection techniques used were two,namely observation and student self awareness questionnaire, using instruments in theform of observation sheets the ability of teachers to see how the teacher’s ability to managelearning, observation sheets of students to see how student activities during learning takeplace and student self awareness to see how build self awareness in mathematics learning.As a conclusion, it is stated that the application of a contextual approach in buildingstudent self awareness is used in the seventh grade mathematics learning of RantepaoCatholic Middle School.]]>
<![CDATA[Pengaruh Metode Pemberian Tugas Terhadap Hasil Belajar Matematika Siswa Kelas VII SMP Kristen Kandora ]]>
<![CDATA[Drs. Lasarus M.Pd.]]>;
<![CDATA[Lorensa Jane YUsran]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 5 No 1 (2016) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (161.97 KB)
|
DOI: 10.0901/jkip.v5i1.1173
<![CDATA[Penelitian ini bertujuan untuk mengetahui hasil belajar belajar Matematika siswa kelasVII SMP Kristen Kandora setelah menerapkan metode pemberian tugas. Ada tidaknyapengaruh metode pemberian tugas terhadap hasil belajar Matematika siswa kelas VII SMPKristen Kandora. Penelitian ini adalah jenis penelitian kuantitatif. Dalam penelitian iniyang menjadi populasi adalah semua kelas VII SMP Kristen Kandora yang berjumlah74 siswa. Teknik pengambilan sampel dengan menggunakan cluster random sampling,sehingga yang menjadi sampel dalam penelitian ini adalah kelas VIIA dan kelas VIIB.Teknik pengumpulan data yang digunakan yaitu Tes. Hasil penelitian yang diperoleh yaituada pengaruh metode pemberian tugas terhadap hasil belajar matematika siswa kelas VIISMP Kristen Kandora.]]>
<![CDATA[Penerapan Pendekatan Kontekstual Dalam Meningkatkan Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 1 Rantebua ]]>
<![CDATA[Suri Toding Lembang]]>;
<![CDATA[Pinor Pinor]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 5 No 1 (2016) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (185.323 KB)
|
DOI: 10.0901/jkip.v5i1.1174
<![CDATA[Penelitian ini adalah penelitian deskriptif yang bertujuan untuk mengetahui 1) keterlaksanaan pembelajaran dalam menerapkan pendekatan kontekstual, 2) aktivitas siswa dalammengelola pembelajaran dengan pendekatan kontekstual, 3) hasil belajar matematika siswakelas VIII SMPN 1 Rantebua dengan penerapan pendekatan kontekstual. Populasi dalampenelitian ini adalah semua siswa kelas VIII SMPN 1 Rantebua yang terdiri dari tigakelas dengan jumlah 76 orang. Teknik pengambilan sempel dilakukan dengan teknik clusterrandom sampling sehingga terpilih kelas VIIIB sebagai sampel dengan jumlah siswa 26orang. Instrumen yang digunakan untuk mengumpulkan data penelitian yaitu: 1) lembarobservasi keterlaksanaan pembelajaran dengan pendekatan kontekstual, 2) lembar observasiaktivitas siswa, 3) hasil belajar siswa diperoleh melalui tes sebelum dan setelah prosespembelajaran dilaksanakan. Analisis data hasil penelitian mengunakan statistik deskriptifuntuk mendeskripsikan karakteristik responden yaitu keterlaksanaan pembelajaran, aktivitassiswa, dan hasil belajar siswa berupa skor rata-rata dan persentase. Berdasarkan hasilpenelitian ditemukan bahwa 1) keterlaksanaan pembelajaran dengan pendekatan kontekstualdikategorikan baik, hal ini dapat dilihat dari skor rata-rata yang diperolah selama empatkali pertemuan sebesar 4,0. 2) aktivitas siswa selama proses pembelajaran denganpendekatan kontekstual dikategorikan aktif sehingga pembelajaran berpusat pada siswakarena selain siswa aktif mendengar/mencatat penjelasan guru atau teman siswa juga aktifmelakukan diskusi. 3) pendekatan kontekstual dapat meningkat hasil belajar matematikasiswa. Hal ini terlihat dari peningkatan hasil belajar matematika siswa sebelum diajardengan pendekatan kontekstual dengan skor rata-rata yaitu 45,1 dan setelah diajardengan pendekatan kontekstual maka skor rata-rata meningkat menjadi 78,2. Nilai NGain peningkatan kemampuan siswa dirata-ratakan diperoleh 0.60% dengan kategori sedang]]>
<![CDATA[Penerapan Model Discovery Learning Dalam Pembelajaran Matematika Siswa Kelas X IPA SMA Negeri 2 Tana Toraja ]]>
<![CDATA[Karismamega Toding Komnba' Paonganan]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 5 No 1 (2016) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (186.776 KB)
|
DOI: 10.0901/jkip.v5i1.1175
<![CDATA[The application of discovery learning model is a learning that emphasizes students to findand discover for themselves about the material provided where the teacher only acts asa facilitator in the learning process. This study aims to describe the implementation oflearning, student activities and student learning outcomes in the application of discoverylearning models in mathematics learning for students of class X Science 1 of SMA Negeri 2TanaToraja on the subject of trigonometry. The population of this research is all studentsof class X IPA of SMA Negeri 2 TanaToraja. The research sample was students of ClassX Science 1 consisting of 25 students taken by cluster random sampling. The research datawas taken using: (1) observation sheet of the implementation of learning, (2) observationsheet of student activity, (3) student test results. In this study using a pre-experimentalresearch design without control, which means this study does not compare two treatmentsin two different groups, but only gives one type of treatment to the group that is discoverylearning models on trigonometry. It can be concluded that the implementation of learningis able to solve all stages of learning well with an average score of 3.73. Student activitiesare classified as active in participating in all learning activities with the discovery learningmodel with an average score of 85%. Student learning outcomes after applying the discoverylearning model on trigonometry can be stated thoroughly with an average completeness of75.60.]]>
