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<![CDATA[Implikasi Bias Jender terhadap Manajemen Sumber Daya Manusia di Lembaga Pendidikan Dasar Bercirikan Agama ]]>
<![CDATA[Nurul Ulfatin]]>
<![CDATA[ Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 27, No 2 (2000) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[Implications of Gender Bias for Human Resource Development Management in Education Institution Characterized by Religion. The study aimed at describing gender bias and exploring its implications for human resource development management in education institution having religious characteristics. This qualitative case study involved Sunan Kalijaga Islamic Elementary School at Malang. The data were collected through in-depth interview, observation, and documentation study. The results of qualitative analyses indicate that in such education institution exists gender bias, which is reflected not in physical conditions but in human life within the institution. Gender bias is reflected in the implementation of outside-classroom activities, which might influence the teaching-learning process, and has effect on management, mainly management of human resource development and leadership.]]>
<![CDATA[Budaya Organisasi Pascapengembangan dengan Pendekatan Manajemen Berbasis Sekolah ]]>
<![CDATA[Rusdinal Rusdinal]]>
<![CDATA[ Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 33, No 2 (2006) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[The focus of this study is to describe the organization atmosphere of school institutions after an organization-development program adopting school-based management approach. This qualitative study involved three elementary schools, utilizing multi-site design and constant-comparative method. The data were collected through participatory observation, in-depth interviews, documentation. The results of descriptive analyses show that the program offered positive effects on building up the institution culture. The headmasters played important roles in norm and value enforcement. The teachers became committed to the best achievement and sense of belonging. The spirit of togetherness thus developed well at the schools.]]>
<![CDATA[Motivasi Belajar yang Bersumber dari Kebutuhan dan Nilai-nilai Keagamaan Pembelajar ]]>
<![CDATA[Moh. Syaifulloh]]>
<![CDATA[ Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 22, No 2 (1995) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[ Motivasi belajar merupakan salah satu dimensi penting bagi pembelajar guna meningkatkan perolehan belajar. Motivasi belajar ada yang bersumber dari kebutuhan pembelajar. Meskipun demikian, motivasi belajar perlu diperkaya dengan nilai-nilai keagamaan yang dianut oleh seseorang agar tinggi tingkat kekukuhannya. Motivasi belajar membawa konsekuensi logis bagi kemampuan guru untuk memelihara dan meningkatkan motivasi belajar melalui upaya pemenuhan kebutuhan dan penyadaran nilai keagamaan yang dianut oleh pembelajar.]]>
<![CDATA[Pengaruh Metode Latihan dan Kemampuan Motorik terhadap Hasil Belajar Sepakbola ]]>
<![CDATA[Hady Suyono dkk Hady Suyono dkk]]>
<![CDATA[ Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 28, No 2 (2001) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[The Effect of Exercise Methods and Motoric Abilities on Learning Outcomes in Football. This experimental study was designed to examine the effect of exercise methods on learning outcomes in football course attended by students with different motoric abilities. It involved 40 students of State University of Medan (Unimed) selected purposively. The study applied BMA Test to test students' motoric abilities and the AAHPER Football Test to identify their learning outcomes. Analyses of variance and t-test were used to analyse the data. It was found out that there was no difference in learning outcomes between the students attending physical exercise and those attending mental and physical exercise combined. Students with high motoric abilities gained higher achievement by physical exercise than those attending mental and physical exercise combined.]]>
<![CDATA[Kreativitas dan Hasil Belajar Siswa SD yang Memperoleh Pengajaran dengan Pendekatan Sinektika dan CBSA dalam Bidang Studi IPS ]]>
<![CDATA[Moh. Irtadji]]>
<![CDATA[ Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 24, No 1 (1997) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[ Tujuan penelitian ini adalah untuk mengetahui perbedaan kemampuan berpikir kreatif, sikap kreatif, dan hasil belajar IPS para siswa yang memperoleh pengajaran dengan pendekatan sinektika dan dengan pendekatan CBSA. Populasi adalah 117 orang siswa. Sampel terdiri dari dua kelas atau 77 orang siswa. Data dikumpulkan dengan Tes Kreativitas Verbal, Skala Sikap Kreatif, dan Tes IPS. Analisis dilakukan dengan uji t. Hasilnya menunjukkan bahwa antara siswa yang memperoleh pengajaran dengan pendekatan sinektika dan siswa yang memperoleh pengajaran dengan pendekatan CBSA terdapat perbedaan dalam sikap kreatif, tidak terdapat perbedaan dalam kemampuan berpikir kreatif, dan tidak terdapat perbedaan dalam hasil belajar bidang studi IPS.]]>
<![CDATA[Upaya Meningkatkan Pemahaman Siswa Kelas V Sekolah Dasar terhadap Operasi Perkalian Pecahan Desimal ]]>
<![CDATA[Goenawan Roebyanto]]>
<![CDATA[ Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 30, No 1 (2003) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[This classroom action research aimed at helping students increase their understanding toward multiplication operation of decimal fractions. The subjects of this study were 3 five graders of Madyopuro and Sawojajar Malang Elementary School whose mathematics achivement was low. This study found the students mistakes and the causes which were done by students in understanding fraction of the same value, changing fraction, and multiplication operation of decimal fractions. Learning to compute multiplication operation of decimal fraction was done by introducing them to 3 ways or steps. First, changing decimal fractions to simple fractions, across, and down, could increase the students’ understanding about multiplication operation of decimal fraction.]]>
<![CDATA[Autisme dan Penanganan Kependidikannya ]]>
<![CDATA[Imanuel Hitipeuw]]>
<![CDATA[ Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 26, No 1 (1999) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[Autism is an intellectual, social, emotional, language, and communication impairment emerging in infancy, which might continue to adulthood. It is a continuum. Since the characteristics of autism vary, it is reasonably difficult to determine what causes autism. What has been done so far is identifying the possible causes of autism based on the observable symptoms. Although there are a number of ways of handling autism, handling the language and social problems of autistic children is of immediate need to enable the children to be involved in their social environment. The results of diagnoses encourage parents to hold an expert shop.]]>
<![CDATA[Faktor Pendukung Keberhasilan Belajar Bahasa Inggris ]]>
<![CDATA[Diemroh Ihsan]]>
<![CDATA[ Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 32, No 1 (2005) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[This study describes some faktors that make individuals successful in learning English based on research done using questionnaire as the instrument. Ninety three respondents consisting of students, teachers, and lecturers of English, and lecturers of non-English majors who returned the questionnaires were used as the sample. The questionnaires were analyzed using the simplest form of statistical analysis-percentages-with qualitative explanation. The result shows, among others, that (1) 82% of the respondents state that they succeed learning English because they themselves want to learn it as they realize they need it; (2) 63% claim that they learn English successfully through English courses; and (3) the appropriate modes of teaching to enhance student autonomy in learning are group discussion and seminar procedures --51% and 47%, respectively.]]>
<![CDATA[Membangun Budaya Akademik Perguruan Tinggi ]]>
<![CDATA[Khaerudin Kurniawan]]>
<![CDATA[ Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 27, No 2 (2000) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[Establishing College Academic Life. The most valuable ownership of a higher education institution is its academic autonomy and culture, which are needed to build up the culture and civilization of the society and the country as a whole. The quality of a college at present and in the future is determined by the quality of its academic members in establishing the academic life through developing literacy as well as empowering the lecturers. This will be reflected in the development of the reading habit and in the spirit of writing articles and publishing them in scientific journals.]]>
<![CDATA[Pengaruh Gaya Kepemimpinan Kepala Sekolah terhadap Kinerja Guru ]]>
<![CDATA[Bustanul Arifin Noer]]>;
<![CDATA[Siti Nurhayati]]>
<![CDATA[ Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 33, No 1 (2006) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[This research aims to test influence of principals' leadership styles toward teachers' achievement at junior secondary school setting. Subjects of the research were 185 teachers from Surabaya city, e.g. Kenjeran region and Bulak region. The research found that principals' leadership styles with 4 construct/latent variables influence teachers' achievement at junior secondary school.]]>
