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Jurnal Horizon Pendidikan

horizon
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Published by Universitas PGRI Sumatera Barat

ISSN : - EISSN : 27755770 DOI : https://doi.org/10.22202/horizon

Core Subject : Education,

Education

Jurnal Horizon Pendidikan (2775-5770) is a high quality open access peer reviewed research journal that is published by Lybrary of Universitas PGRI Sumatera Barat. Jurnal Horizon Pendidikan is providing a platform that welcomes and acknowledges high quality empirical original research papers about education written by researchers, academicians, professionals, and practitioners from all over the world. Jurnal Horizon Pendidikan is published Four a year (February, May, Agust, and November). Jurnal Horizon Pendidikan publishes original contributions to all aspects of education. Jurnal Horizon Pendidikan publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research. Jurnal Horizon Pendidikan encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, language, economics, computer science, mathematic, geography, physic and biology, provided that the review bears on educational issues. Jurnal Horizon Pendidikan does not publish original empirical research, and all analyses should be incorporated in a broader integrative review. Jurnal Horizon Pendidikan will occasionally publish solicited, but carefully refereed, analytic reviews of special topics, particularly from disciplines infrequently represented. Articles are written in Bahasa Indonesia or English.

Arjuna Subject : Umum - Umum

Articles 155 Documents

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POLA GANTI RUGI LAHAN DALAM PEMBANGUNAN JALAN BARAMBANG TAMAIRANG DESA MUARA SIKABALUAN KABUPATEN KEPULAUAN MENTAWAI Irwin Irwin
Horizon Vol 1, No 1 (2021)
Publisher : STKIP PGRI Sumatera Barat

This research is motivated by the construction of the Barambang Tamairang road, Muara Sikabaluan Village, which was built in 2015 and approximately 6 km. Road measurements to be made for the construction of roads on agricultural land owned by the community with an agreement will be compensated for the community’s land with an agreement during a meeting at the village hall. The problem in the construction of the Barambang Tamairang road is that not all compensation has been resolved by the government. The purpose og this study is how the pattern of land compensation of the Barambang Tamairang road, Muara Sikabaluan Village, Mentawai Island Regency. The theory used in this research is the Exchange theory put forward by Peter Michael Blau. The method used in this study is a qualitative approach with a descriptive type to describe the problem under study. Retrieval of informant by purposive sampling with a total of 12 informant. There are two types of data in this study, namely primary data and secondary data. The research data was collected using observation, interview, and document study techniques. Data analysis was performed by collecting data, reducing data, presenting data and drawing conclusions with this research unit’s analysis group. Based on the results of research conducted, found in the process og land compensation in the construction of the Barambang Tamairang road, Muara Sikabaluan Village, Mentawai Island Regency: (1) Deliberation of Consensus, (2) Pattern of money compensation.

pengelolaan kelas, minat belajar, penggunan handphone, rasa percaya diri dan pola asuh orang tua terhadap prestasi belajar siswa kelas VII SMP 3 Palembayan Deno Aria Handika
Horizon Vol 1, No 2 (2021)
Publisher : STKIP PGRI Sumatera Barat

ABSTRAK Penelitian ini bertujuan untuk menganalisis pengaruh pengelolaan kelas, minat belajar siswa, penggunaan handphone, rasa percaya diri dan pola asuh orang tua secara stimultan terhadap prestasi belajar siswa kelas VII SMP Negeri 3 Palembayan.Hasil penelitian menunjukan bahwa: (1) terdapat pengaruh yang signifikan antara pengelolaan kelas secara parsial terhadap prestasi belajar siswa dengan nilai koefisien 0,137, nilai thitung 3,197>ttabel sebesar 1,998; (2) terdapat pengaruh yang signifikan antara minat belajar siswa secara parsial terhadap prestasi belajar siswa dengan nilai koefisien 0,181, nilai thitung 4,728>ttabel sebesar 1,998; (3) terdapat pengaruh yang signifikan penggunaan handphone secara parsial terhadap prestasi belajar siswa dengan nilai koefisien 0,175, nilai thitung 6,089>ttabel sebesar 1,998; (4) terdapat pengaruh yang signifikan rasa percaya diri secara parsial terhadap prestasi belajar siswa dengan nilai koefisien 0,073 dan nilai thitung sebesar 2,453>ttabel sebesar 1,998; (5) terdapat pengaruh yang signifikan pola asuh orang tua secara parsial terhadap prestasi belajar siswa dengan nilai koefisien 0,089 dan nilai thitung sebesar 2,204>ttabel sebesar 1,998; (6) terdapat pengaruh yang signifikan antara pengelolaan kelas, minat belajar siswa, penggunaan handphone, rasa percaya diri dan pola asuh orang tua secara stimultan terhadap prestasi belajar siswa dengan Fhitung 44,331>Ftabel2,52.

Pengaruh Disiplin Belajar, Kecerdasan Emosional, Perhatian Orang Tua, Kemandirian Belajar dan Teman Sebaya Terhadap Prestasi Belajar Ekonomi Siswa Kelas XI SMA Pembangunan Laboratorium UNP Sati, Putri Laras; Amluis, Dina; Ronald, Jimi
Jurnal Horizon Pendidikan Vol 2, No 3 (2022)
Publisher : Universitas PGRI Sumatera Barat

This study aims to determine the effect of one variable with other variables and use the Stratified Random Sampling technique with a sample of 73 students. The results showed that: 1), learning discipline had a significant effect on learning achievement. Where indicated by the coefficient value of 0.591. This coefficient value is significant because the thitung value is 3.543 ttabel is 1.66980. 2), emotional intelligences have a significant effect on learning achievement. Where indicated by the coefficient value of -0.353. This coefficient value is significant because the value of thitung is -2.441 ttabel of 1.66980. 3), parents' attention has a significant effect on learning achievement. Where indicated by the coefficient value of -0.184. This coefficient value is significant because the value of thitung -1.919 ttabel is 1.66980. 4), independent learning have a significant effect on learning achievement. Where indicated by the coefficient value of 0.259. This coefficient value is significant because the thitung value is 2,680 ttabel is 1,66980. 5), peers have a significant effect on learning achievement. Where indicated by the coefficient value of -0.170. This coefficient value is significant because the value of thitung -1.959 ttabel is 1.66980. 6), learning disciplines, emotional intelligence, parental attention, independent learning, and peers together have a significant effect on learning achievement. Where obtained by the value of F-count 8.227 > F-table 2.31 with a significant level of 0.000 < = 0.05. This means that Ha is accepted and H0 is rejected.

Analisis Penyelesaian Soal Matematika Pada Materi Operasi Bentuk Aljabar Siswa Kelas VII SMP Muhammadiyah Silungkang Aldo Wahyudi; Dewi Yuliana Fitri; Audra Pramita Muslim
Horizon Vol 3, No 2 (2023)
Publisher : STKIP PGRI Sumatera Barat

This research is a quantitative descriptive study with the aim of knowing and describing students' difficulties in solving math problems in algebraic operations. The subjects in this study were class VII students, totaling 13 students. Data was collected through observation and written tests. The data collected was analyzed based on the stages of transcribing the data, coding, presenting the data and making conclusions. The results showed indications of students experiencing difficulties including, students could not understand the explanation from the teacher, when working on the questions the students looked restless and the answers of some students were disheveled and the scribbles or writings were not clear and undirected, even though the answers were close to correct. From the results of the analysis, it was concluded that the percentage of student learning outcomes obtained 4 (four) criteria where the high criteria had a percentage of 23%, the medium criteria were 15%, the low criteria were 15% and the very low criteria were 47%. Based on the percentage of learning outcomes criteria obtained by students, the criteria are very low, namely 47% having the highest percentage among the percentages of other learning outcomes, where at a very low percentage students have a lot of difficulty in working on questions no. 2, 3 and 4, the learning indicators to be achieved are apply the concept of algebraic forms.

Pengaruh Kematangan Emosi, Religiusitas, Kepercayaan Diri, Sosial Ekonomi Keluarga, Dan Lingkungan Sekolah Tehadap Motivasi Belajar Siswa IPS di SMA Negeri 13 Padang Sarita Ramli
Horizon Vol 1, No 2 (2021)
Publisher : STKIP PGRI Sumatera Barat

This study aims to analyze the influence of classroom management, students' learning interests, mobile phone usage, confidence and parenting patterns stimultan to the learning achievements of grade VII students of SMP Negeri 3 Palembayan. The results showed that: (1) there was a significant influence between partial classroom management on student learning achievement with a coefficient score of 0.137, a thitung score of 3,197>ttabel of 1,998; (2) there is a significant influence between students' partial learning interest in student learning achievement with a coefficient of 0.181, a value of 4,728>ttabel of 1,998; (3) there is a significant influence on the partial use of mobile phones on student learning achievement with a coefficient of 0.175, a value of 6,089>ttabel of 1,998; (4) there is a significant influence of partial confidence on student learning achievement with a coefficient of 0.073 and a thitung score of 2,453>ttabel of 1,998; (5) there is a significant influence of partial parental parenting patterns on student learning achievement with a coefficient score of 0.089 and a thitung score of 2,204>ttabel of 1,998; (6) there is a significant influence between classroom management, student learning interests, mobile phone use, self-confidence and parenting patterns stimultan to student learning achievement with a Tcalculate of 44,331>Ftabel2.52.

Pengaruh Penerapan Pembelajaran Kooperatif Tipe Pair Checks Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Pertiwi 2 Padang Windi Maiendra; Hafizah Delyana; Lucky Heriyanti Jufri
Horizon Vol 1, No 4 (2021)
Publisher : STKIP PGRI Sumatera Barat

The background of this research is that srudents’ mathematics learning outcomes are still low, students participate less and have not maximized their role in group learning. The purpose of the study was to determine the improvement of students’ mathematics learning outcomes by applying the pair checks type cooperative learning model to the VIII grade students of SMP Pertiwi 2. This type of researchis pre-experimental design research with research design one shoot case study. The population in this study were students class VIII SMP Pertiwi 2 Padang which consists of 2 classes retrieval technique. The sample was taken using purposive sampling, so that class VIII.1 was chosen SMP Pertiwi 2 Padang as a sample. The research instrument is the final test in the form of essays and reliability of questions = 0,86 with reliable criteria. Based on the calculation results, it was obtained that the percentage of learning outcomes obtained by students while using the pair checks type of cooperative learning model obtained t count = -2,5 = 2,5 (absolute value) and t table = 1,79 with the degree of truth (dk) = n-1, n = 12 then (dk) = 11 and a significant rate of 5% = 0,05. So is rejected because t count > t table. So it can be concluded that there is an increase in student learning outcomes by applying the pair checks cooperative learning model to class VIII students SMP Pertiwi 2 Padang.

Pengaruh Disiplin Belajar, Lingkungan Belajar, Peran Orang Tua, Tanggung Jawab Belajar, Dan Kesehatan Mental (Mentality) Terhadap Prestasi Belajar Peserta Didik Kelas XI IPS Pada Mata Pelajaran Ekonomi Di SMA Negeri 3 Solok Selatan Ramadhani, Fitri; Ansofino, Ansofino; Stevani, Stevani
Jurnal Horizon Pendidikan Vol 3, No 4 (2023)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/horizon.v3i4.7337

Penelitian ini bertujuan untuk menganalisis pengaruh disiplin belajar, lingkungan belajar, peran orang , tanggung jawab belajar, dan kesehatan mental (Mentality) terhadap prestasi belajar peserta didik kelas XI IPS di SMAN 3 Solok Selatan. Jenis penelitian ini adalah penelitian ex-post facto. Populasi dalam penelitian adalah seluruh siswa kelas XI IPS di SMAN 3 Solok Selatan yang berjumlah 74 sampel. Pengambilan sampel menggunakan teknik stratified random sampling. Instrumen yang digunakan untuk penelitian berupa angket tertutup dengan digunakan uji Regresi Linear Berganda dan uji hipotesa dengan uji t dan uji F. Hasil penelitian menunjukan bahwa : (1) terdapat pengaruh signifikan antara disiplin belajar terhadap prestasi belajar. 2) Terdapat pengaruh signifikan antara lingkungan belajar (X2) terhadap prestasi belajar peserta didik kelas XI IPS di SMAN 3 Solok Selatan. 3) terdapat pengaruh signifikan antara peran orang tua (X3) terhadap prestasi belajar. 4) terdapat pengaruh signifikan antara tanggung jawab belajar (X4) terhadap prestasi belajar. 5) terdapat pengaruh signifikan antara kesehatan mental (Mentality) (X5) terhadap prestasi belajar. 6) terdapat pengaruh disiplin belajar, lingkunan belajar, peran orang tua, tanggung jawab belajar, dan kesehatan mental (Mentality) secara bersama-sama terhadap prestasi belajar.

Pengaruh Potensi Diri, Perencanaan Karir, Biaya Pendidikan, Status Sosial Ekonomi Orang Tuadan Teman Sebaya Terhadap Minat Melanjutkan Pendidikan Ke Perguruan Tinggi Pada Siswa Di SMAN 2 Kota Solok Putra, Robi Dwi; Jolianis, Jolianis; Amelia, Mona
Jurnal Horizon Pendidikan Vol 3, No 3 (2023)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/horizon.v3i3.7204

ABSTRACTThis study aims to analyze 1) the influence of self-potential on interest in continuing education to college, (2) the influence of career planning on interest in continuing education to college, (3) the effect of education costs on interest in continuing education to college, (4) the influence of socioeconomic status of parents on interest in continuing education to college, (5) peer influence on interest in continuing education to college (6) The influence of self-potential, career planning, tuition fees, socioeconomic status, parents and peers together on interest in continuing education to college. This type of research is associative research. The research was conducted in an odd semester, namely in July 2023. The population of this study was class XII social studies students of SMA N 2 Solok which amounted to 175 students with a sample of 89 (stratified random sampling). Data collection techniques using questionnaire questionnaires. Data analysis using logistic regression analysis and t-test. The results showed that: (1) Self-potential has a significant effect on the interest in continuing education to higher education as evidenced by the regression coefficient value of 2.116 with a value of 0.017. (2) Career planning has a significant effect on interest in continuing education to higher education as evidenced by the regression coefficient value of 2.086 with a GIS value of 0.017. (3) Tuition fees have a significant effect on interest in continuing education to higher education as evidenced by the regression coefficient value of 2.695 with a GIS value of 0.005. (4) The social status of parents has a significant effect on the interest in continuing education to higher education as evidenced by the regression coefficient value of 2.142 with a GIS value of 0.025. (5) Peers have a significant effect on interest in continuing education to higher education as evidenced by the regression coefficient value of 2.214 with a GIS value of 0.013. (6) self-potential, career planning, socioeconomic status of parents and peers are proven to jointly affect the interest in continuing education to higher education at SMA N 2 Solok as evidenced by a GIS value of 0.000.Keywords: Interest in continuing to college, self-potential, career planning, education costs, social status of parents.

Pengaruh Sarana Dan Prasarana, Pola Asuh Orang Tua, Kecerdasan Emosional, Motivasi Belajar, Self Efficacy Terhadap Kemandirian Belajar Siswa Kelas XI Mata Pelajaran Produk Kreatif Dan Kewirausahaan Di SMK Negeri 1 Solok Selatan Delfita, Risma; Ramayani, Citra; Syamra, Yesmira
Jurnal Horizon Pendidikan Vol 4, No 2 (2024)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/horizon.v4i2.7122

ABSTRAKPenelitian ini bertujuan untuk menganalisis: 1) pengaruh sarana dan prasarana terhadap kemandirian belajar. 2) pengaruh pola asuh orang tua terhadap kemandirian belajar. 3) pengaruh kecerdasan emosional terhadap kemandirian belajar. 4) pengaruh motivasi belajar terhadap kemandirian belajar. 5) pengaruh self efficacy terhadap kemandirian belajar. 6) pengaruh sarana dan prasarana, pola asuh orang tua, kecerdasan emosional, motivasi belajar, self efficacy secara bersama-sama terhadap kemandirian belajar.Waktu penelitian ini dilakukan pada bulan Juli 2023.Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian deskriptif asosiatif. Populasi penelitian ini adalah seluruh siswa-siswi kelas XI pada mata pelajaran produk kreatif dan kewirausahaan SMK N 1 Solok Selatan sebanyak 184. Teknik pengambilan sampel dengan proporsional random sampling dengan jumlah sampel sebanyak 125 orang siswa. Teknik analisis data yang digunakan adalah teknik analisis deskriptif dan analisis induktif, dengan bantuan program Eviews.Hasil penelitian menunjukkan bahwa: Pertama sarana dan prasarana berpengaruh positif dan signifikan terhadap kemandirian belajar. Dimana ditunjukkan oleh nilai koefisien sebesar 0,108760. Nilai koefisien ini signifikan karena nilai thitung 2,281180 > ttabel sebesar 1,65776. Artinya apabila sarana dan prasarana meningkat sebesar satu satuan, maka kemandirian belajar siswa 0,108760 dalam setiap satuannya. Kedua pola asuh orangtua berpengaruh positif dan signifikan terhadap kemandirian belajar. Dimana ditunjukkan oleh nilai koefisien sebesar 0,296186. Nilai koefisien ini signifikan karena nilai thitung 3,782854 > ttabel sebesar 1,65776. Artinya apabila pola asuh orangtua meningkat sebesar satu satuan, maka kemandirian belajar siswa 0,296186 dalam setiap satuannya. Ketiga kecerdasan emosional berpengaruh positif dan signifikan terhadap kemandirian belajar. Dimana ditunjukkan oleh nilai koefisien sebesar 0,123766. Nilai koefisien ini signifikan karena nilai thitung 2,099914 > ttabel sebesar 1,65776. Artinya apabila kecerdasan emosional siswa nmeningkat sebesar satu satuan, maka kemandirian belajar siswa 0,123766 dalam setiap satuannya. Keempat motivasi belajar berpengaruh positif dan signifikan terhadap kemandirian belajar. Dimana ditunjukkan oleh nilai koefisien sebesar 0,163465. Nilai koefisien ini signifikan karena nilai thitung 3,487015 > ttabel sebesar 1,65776. Artinya apabila motivasi belajar meningkat sebesar satu satuan, maka kemandirian belajar siswa 0,163465 dalam setiap satuannya. Kelima self efficacy berpengaruh positif dan signifikan terhadap kemandirian belajar. Dimana ditunjukkan oleh nilai koefisien sebesar 0,239547. Nilai koefisien ini signifikan karena nilai thitung 2,668518 > ttabel sebesar 1,65776. Artinya apabila self efficacy meningkat sebesar satu satuan, maka kemandirian belajar siswa 0,239547 dalam setiap satuannya. Keenam sarana dan prasarana, pola asuh orangtua, kecerdasan emosional, motivasi belajar dan self efficacy secara bersama-sama berpengaruh positif dan signifikan terhadap kemandirian belajar. Dimana diperoleh nilai Fhitung 58,82699> Ftabel 2,29 dengan taraf signifikansi sebesar 0,000000 < α = 0,05. Hal ini berarti Ha diterima dan H0 ditolak.Untuk meningkatkan kemandirian belajar harus meningkatkan sarana dan prasarana, pola asuh orangtua, kecerdasan emosional, motivasi belajar dan self efficacy pada siswa kelas XI Mata Pelajaran Produk Kreatif dan Kewirausahaan di SMK Negeri 1 Solok Selatan

Pengaruh Kesiapan Belajar, Fasilitas Belajar, Teman Sebaya, Kemandirian Belajar Dan Perhatian Orangtua Terhadap Prestasi Belajar Siswa Kelas VII Pada Mata Pelajaran IPS di SMPN 27 Padang Wulansari, Siska; Ronald, Jimi; Vera, Rika
Jurnal Horizon Pendidikan Vol 3, No 4 (2023)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/horizon.v3i4.7290

Penelitian ini bertujuan untuk menganalisis: 1) pengaruh kesiapan belajar terhadap prestasi belajar 2) pengaruh fasilitas belajar terhadap prestasi belajar, 3) pengaruh teman sebaya terhadap prestasi belajar 4) pengaruh kemandirian belajarterhadap prestasi belajar 5) pengaruh perhatian orangtuaterhadap prestasi belajar 6) pengaruh kesiapan belajar, fasilitas belajar, teman sebaya, kemandirian belajar dan perhatian orangtua secara bersama-sama terhadap prestasi belajar. Waktu penelitian ini dilakukan pada bulan Agustus 2023. Hasil penelitian menunjukkan bahwa: Pertama kesiapan belajar berpengaruh positif dan signifikan terhadap prestasi belajar. Dimana ditunjukkan oleh nilai koefisien sebesar 0,219. Nilai koefisien ini signifikan karena nilai thitung 3,214 > ttabel sebesar 1,65630. Artinya apabila kesiapan belajar meningkat sebesar satu satuan, maka prestasi belajar siswa 0,219 dalam setiap satuannya. Kedua fasilitas belajar berpengaruh positif dan signifikan terhadap prestasi belajar. Dimana ditunjukkan oleh nilai koefisien sebesar 0,171. Nilai koefisien ini signifikan karena nilai thitung 2,616 > ttabel sebesar 1,65630. Artinya apabila fasilitas belajar meningkat sebesar satu satuan, maka prestasi belajar siswa 0,171 dalam setiap satuannya. Ketiga teman sebaya berpengaruh positif dan signifikan terhadap prestasi belajar. Dimana ditunjukkan oleh nilai koefisien sebesar 0,192. Nilai koefisien ini signifikan karena nilai thitung 3,258 > ttabel sebesar 1,65630. Artinya apabila teman sebaya siswa nmeningkat sebesar satu satuan, maka prestasi belajar siswa 0,192 dalam setiap satuannya. Keempat kemandirian belajar berpengaruh positif dan signifikan terhadap prestasi belajar. Dimana ditunjukkan oleh nilai koefisien sebesar 0,248. Nilai koefisien ini signifikan karena nilai thitung 3,866> ttabel sebesar 1,65630. Artinya apabila kemandirian belajar meningkat sebesar satu satuan, maka prestasi belajar siswa 0,248 dalam setiap satuannya. Kelima perhatian orangtua berpengaruh positif dan signifikan terhadap prestasi belajar. Dimana ditunjukkan oleh nilai koefisien sebesar 0,115. Nilai koefisien ini signifikan karena nilai thitung 3,142 > ttabel sebesar 1,65630. Artinya apabila perhatian orangtua meningkat sebesar satu satuan, maka prestasi belajar siswa 0,115 dalam setiap satuannya. Keenam kesiapan belajar, fasilitas belajar, teman sebaya, kemandirian belajar dan perhatian orangtua secara bersama-sama berpengaruh positif dan signifikan terhadap prestasi belajar. Dimana diperoleh nilai Fhitung 44,490> Ftabel 2,28 dengan taraf signifikansi sebesar 0,000 < α = 0,05. Hal ini berarti Ha diterima dan H0 ditolak.Untuk meningkatkan prestasi belajar harus meningkatkan kesiapan belajar, fasilitas belajar, teman sebaya, kemandirian belajar dan perhatian orangtua pada siswa kelas VII pada mata pelajaran IPS di SMP N 27 Padang. Katakunci: Kesiapam Belajar, Fasilitas belajar. Teman Sebaya, Kemandirian Belajar , Perhatian Orangtua, Prestasi Belajar

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Yulia Sri Hartati

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Jl. Gn. Pangilun, Gn. Pangilun, Kec. Padang Utara, Kota Padang, Sumatera Barat 25111

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