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<![CDATA[Pengembangan Critical Thinking melalui Penerapan Model PBL (Problem Based Learning) dalam Pembelajaran Sains ]]>
<![CDATA[Widowati, Asri]]>
<![CDATA[ MAJALAH ILMIAH PEMBELAJARAN No 1 (2010): Jurnal Majalah Ilmiah Pembelajaran Edisi Mei 2010 ]]>
Publisher : <![CDATA[MAJALAH ILMIAH PEMBELAJARAN ]]>
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<![CDATA[This paper examines to explore how study by using model of Problem Based Learning ( PBL). Basically, this discussion is focussed at model of PBL as an effort in developing cognitive ability, especially critical thinking.Critical thinking including ability think high level (higher order of thinking) representing one of the component in issue intellegence of 21 st century ( Issue of The 21st literacy century). Development of ability of critical thinking in study of science of vital importance because the ability used in so many human life aspect. The alternative model study of which can develop ability of critical thinking is Problem Based Learning (PBL)]]>
<![CDATA[Multimedia Pembelajaran untuk Melatih Kecerdasan Majemuk pada Anak Usia Dini ]]>
<![CDATA[Sisca Rahmadonna]]>
<![CDATA[ MAJALAH ILMIAH PEMBELAJARAN No 2 (2009): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2009 ]]>
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<![CDATA[This research aims at developing learning multimedia which can be used to effectively stimulate multiple intelligence specially verbal linguistic intelligence, logical-mathematical intelligence, and spatial intelligence in early childhood.The subjects of the research are children between 3 to 5 years old. This research is conducted in “Warna Warni” Childhood Nursery and Education Centre using research and development. The development is done within several steps: (1) pre study, (2) development process, (3) field testing, and (4) socialization. Pre study consists of literature and field studies. The development process includes purpose analysis, ability analysis, multimedia design development, material and media expert validation. Field experiment comprises preliminary field testing, main field testing, operational field testing. The instruments used in this research include evaluation observation sheet and interview guidelines.The research and development findings show that generally all aspects in developed learning multimedia are considered satisfactory. This judgement can be seen either from complement observation or evaluation results which cover material, learning strategy and technical qualities. The observation result in terms of material quality yields a mean of 4.50; learning strategy 4.40; and technical quality 4.14. The mean score of complement evaluation result in terms of material quality is 4.46; learning strategy 4.40; and teaching strategy 4.50. All these means fall in a very good criterion. Based on these means, the developed learning multimedia in this research can be used to stimulate multiple intelligence in early childhood.]]>
<![CDATA[PENERAPAN TEKNOLOGI PENDIDIKAN PADA PENDIDIKAN TERBUKA DAN KENDALA-KENDALANY A ]]>
<![CDATA[Salamah, Salamah]]>
<![CDATA[ MAJALAH ILMIAH PEMBELAJARAN No 2 (2005): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2005 ]]>
Publisher : <![CDATA[MAJALAH ILMIAH PEMBELAJARAN ]]>
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<![CDATA[Permasalahan pendidikan yang cEmderung mendesak hamsdipecahkan adalah tentang bagaimana anak itu bisa sekolah.Pertanyaan ini menjadi satu pemikiran yang tidak mudah untulcmenjawabnya. Hal ini berk:aitan dengan keterbatasan kemampuanorang tua untuk membiayai yang begitu mahal, keterbatasanpendidikan anak sarana dan prasarana pendidikan. Oleh sebab itu pulaada kebijakan clan strategi pen~Jidikan yang tepat untuk mendukungtercapainya pembangunan nasional. Strategi dasar pendidikan antaralain adalah pemerataan dengan mengadakan sistem pendidikanterbuka.Teknologi pendidikan merupakan salah satu proses kompleks yangterintegrasi meliputi manusia, prosedur, ide, perafatan, dan organisasiuntuk menganalisa masalah yang menyangkut semua aspek belajar,merancang, melaksanakan dan menilai serta mengelola pemecahanmasalah, maka teknologi pendidikan berpeluang besarmengembangkan potensi dalam pendidikan terbuka.Kesirnpulannya sejalan dengan laju perkembangan ilmu pengetahuandan teknologi semakin berkembang pula berbagai tantangan dantuntutan disegala bidang maka upaya peningkatan mutu pendidikantermasuk pendidikan terbuka merupakan andalan utama dalampembangunan.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENTS BERBASIS TEKNOLOGI INFORMASI PADA PERKULIAHAN KAJIAN MODE ]]>
<![CDATA[Sri Widarwati]]>
<![CDATA[ MAJALAH ILMIAH PEMBELAJARAN No 2 (2007): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2007 ]]>
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<![CDATA[This research aims to know the quality improvement of mode lecturing study through instructional model of Teams Games Tournaments based on information technology at students of Teknik Busana of FT UNY.The type of this research is class action research. Research subject is 20 students of Teknik Busana who is studying Mode Lecturing. Research instrument applied is observation sheet. Instrument validity applied is construct validity and its reliability with test between observers. Research implementation refers to steps of Kemmis and Mac Taggart model with planning, action, and reflection cycles. This action research had done in four cycles. Data analytical technique applied is descriptive statistical analysis.Result of research shows the study implementation of Mode Learning by applying study model of Teams Games Tournaments which has been done is able to increase the lecturing quality, which can be seen from students learning enthusiasm and motivation, especially when discuss the information resulted by browsing the internet and exercises making. Applying of study model of Teams Games Tournaments can increase creativity and grow willingness of students to be creative in making works. It is proven by the increasing of average yielded and Pre test of 25 means not good becomes 28 at cycle I means good enough but at lower bound, average at cycle II is 32 means good enough, close to the highest bound at division of assessment category. Cycle III shows the improvement of average 40 is good and cycle IV with average of 45 that is proven with 80% of respondent designs at good category. Based on the result, one of efforts which can be done to increase quality of lecturing practically can apply the study model.This research aims to know the quality improvement of mode lecturing study through instructional model of Teams Games Tournaments based on information technology at students of Teknik Busana of FT UNY.The type of this research is class action research. Research subject is 20 students of Teknik Busana who is studying Mode Lecturing. Research instrument applied is observation sheet. Instrument validity applied is construct validity and its reliability with test between observers. Research implementation refers to steps of Kemmis and Mac Taggart model with planning, action, and reflection cycles. This action research had done in four cycles. Data analytical technique applied is descriptive statistical analysis.Result of research shows the study implementation of Mode Learning by applying study model of Teams Games Tournaments which has been done is able to increase the lecturing quality, which can be seen from students learning enthusiasm and motivation, especially when discuss the information resulted by browsing the internet and exercises making. Applying of study model of Teams Games Tournaments can increase creativity and grow willingness of students to be creative in making works. It is proven by the increasing of average yielded and Pre test of 25 means not good becomes 28 at cycle I means good enough but at lower bound, average at cycle II is 32 means good enough, close to the highest bound at division of assessment category. Cycle III shows the improvement of average 40 is good and cycle IV with average of 45 that is proven with 80% of respondent designs at good category. Based on the result, one of efforts which can be done to increase quality of lecturing practically can apply the study model.]]>
<![CDATA[INTEGRASI TEAMWORK DAN KOHESIVITAS KELOMPOK DALAM PROSES PEMBELAJARAN PESERTA DIDIK PADA PENDIDIKAN JARAK JAUH ONLINE ]]>
<![CDATA[Suyantiningsih, Suyantiningsih]]>
<![CDATA[ MAJALAH ILMIAH PEMBELAJARAN No 1 (2009): Jurnal Majalah Ilmiah Pembelajaran Edisi Mei 2009 ]]>
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<![CDATA[This article examines computer-supported collaborative learning. It focuses on thestudents in an online program where an orientation toward teamwork and thedevelopment of group cohesiveness affect overall student learning and the learningthat results specifically from team interactions (team-source learning). Someresearches indicate that both teamwork orientation and group cohesiveness predictstudent learning, with group cohesiveness mediating the relationship betweenteamwork orientation and student learning. Teamwork orientation and groupcohesiveness appear to be equally important predictors of team source learning.]]>
<![CDATA[KUALITAS PRODUK MEDIA AUDIO PEMBELAJARAN MAHASISWA TEKNOLOGI PENDIDIKAN ]]>
<![CDATA[Sungkono Sungkono]]>
<![CDATA[ MAJALAH ILMIAH PEMBELAJARAN No 2 (2011): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2011 ]]>
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<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kualitas produk media audiopembelajaran yang dikembangkan oleh mahasiswa program studi Teknologi PendidikanFIP UNY ditinjau dari penerapan prinsip desain pesan pembelajaran dan aspekpermediaan.Pendekatan penelitian ini yaitu pendekatan kuantitatif dengan jenis penelitian analisis isi.Metode pengumpulan data yaitu dengan metode observasi, dan instrumen yang digunakan yaitulembar observasi. Obyek penelitian yaitu tujuh judul produk media audio pembelajaran karyamahasiswa Program studi Teknologi Pendidikan pada tahun 2010. Teknik analisis data yangdigunakan yaitu analisis statistik deskriptif kuantitatif teknik persentase.Hasil penelitian secara umum menunjukkan bahwa kualitas produk media audiopembelajaran pada kategori cukup baik, dan secara khusus masing-masing aspek menunjukkanbahwa aspek penerapan prinsip disain pesan pembelajaran secara umum pada kategori baik(92%) dengan kontribusi aspek prinsip motivasi kategori baik (72%), prinsip pemusat perhatiankategori baik (85%) prinsip aktivitas kategori baik (90%), aspek perulangan kategori baik(90%), dan umpan balik kurang baik (43%). Sementara aspek permediaan secara keseluruhanpada kategori cukup baik (69%), secara rinci aspek penyajian kategori baik (71%), narasikategori cukup baik (62%), musik kategori cukup baik (60%), fisik kategori cukup baik (58%),dan aspek efek suara kategori cukup baik (55%).]]>
<![CDATA[UPAYA PENGUBAHAN PERSEPSI SISWA TERHADAP BIMBINGAN KONSELING (BK) MELALUI LAYANAN INFORMASI BAGI SISWA KELAS VII H SMP NEGERI 4 SURAKARTA SEMESTER GASAL TAHUN 2009 / 2010 ]]>
<![CDATA[Masruroh, Dra Siti]]>
<![CDATA[ MAJALAH ILMIAH PEMBELAJARAN No 1 (2012): Jurnal Majalah Ilmiah Pembelajaran Edisi Mei 2012 ]]>
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<![CDATA[Tujuan penelitian tindakan kelas ini adalah untuk untuk mengupayakanmengubah persepsi siswa terhadap Bimbingan Konseling ( BK ) bagi siswa klasVII H SMP Negeri 4 Surakarta semester gasal tahun pelajaran 2009/2010.Penelitian tindakan kelas ini di laksanakan di SMP Negeri 4 Surakarta,yang terletak di Jl. DI Panjaitan No. 14 Surakarta, telp. (0271) 633880, kalurahanStabelan,kecamatan Banjarsari.Metode yang digunakan dalam penelitian tindakan kelas ini adalahdengan memberikan beberapa tindakan pada layanan informasi . Subyekpenelitian adalah siswa kelas VII H SMP Negeri 4 Surakarta semester gasal tahun2009 / 2010, yang berjumlah 36 siswa, yang terdiri dari 12 siswa putra dan 24siswa putri.Hasil penelitian menunjukkan bahwa layanan informasi dapatmengupayakan mengubah persepsi siswa terhadap Bimbingan Konseling dariyang kurang baik dan takut untuk datang sendiri ( konsultasi ) menjadi persepsiterhadap Bimbingan Konseling baik dan menjadi teman bagi siswa, maka dapatdisimpulkan baik secara teoritik maupun empirik bahwa melalui layananinformasi dapat mengupayakan pengubahan persepsi siswa terhadap BimbinganKonseling bagi siswa kelas VII H SMP Negeri 4 Surakarta semester gasal tahun2009 / 2010.]]>
<![CDATA[PENINGKATAN KETERAMPILAN MENGENALI PERILAKU ANAK TUNA LARAS MELALUI MODEL PEMUELAJ ARAN BEll.KEMAll ]]>
<![CDATA[Masitoh, Siti]]>
<![CDATA[ MAJALAH ILMIAH PEMBELAJARAN No 1 (2008): Jurnal Majalah Ilmiah Pembelajaran Edisi Mei 2008 ]]>
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<![CDATA[111e students were d{fficult to under.s:tand this lesson, e.\pecially toidentifY child behaviour disorder. The research was aimed to imprcvetheir critical thinking with in identifY child behavior disorder. Because of//1u/ lecturer teaches this lesson must .'ook effort so students can irlenti/i1child behaviour disorder with improved thinking sKill of students om/dev<·lo1wd learning strategic of them, s1 1ch as organized learning stratex_vand metacognitive to chose learning camp model as altemative solutionlearning problem. The reseacher was designed as a classroom ac:t ionresearchwith two cycles. This result research can give reco111111emlotionthat learning camp model to improve learning quality, eSJJeciallvocc11ring impr<M'd critical thingking 1f students so they cm1 at'l'fl'teoritic about child behaviour dis01der to recognize and identifji childhehaviour disorder practically be in:errelated with child behavioredurntion I.]]>
<![CDATA[Promoting Autonomous Language Learning to Higher Education Students ]]>
<![CDATA[Emi Nur Rokhani]]>
<![CDATA[ MAJALAH ILMIAH PEMBELAJARAN No 2 (2012): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2012 ]]>
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<![CDATA[Autonomy can be considered as a new concept in Indonesia, and many students are unaware of this concept. This paper aims to reveals the problem related to autonomous language learning in higher education context, especially in the English Education Department of Yogyakarta State University. The literature review gives the definitions of autonomy, looks at some researches related to autonomy in educational contexts, and highlights some information about adult language learners. In the last part of the paper, the writer tries to offer some suggestions in promoting autonomy to language learners within the classroom, which includes SALC, the internet, self-reports, and evaluation sheets. ]]>
<![CDATA[PENGARUH MEDIA TERHADAP EFEKTIVITAS PEMBELAJARAN PRAKTIKUM BIOKIMIA ]]>
<![CDATA[Eddy Sulistyowati]]>;
<![CDATA[Retno Arianingrum]]>;
<![CDATA[Togu Gultom]]>;
<![CDATA[Das Salirawati]]>
<![CDATA[ MAJALAH ILMIAH PEMBELAJARAN No 2 (2006): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2006 ]]>
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<![CDATA[The objectivity of this research is to determine media that effective to studying in biochemistry practical work to improve student achievement.The sample of this research is all students of biochemistry practical work at odd semester in 2003/2004 in Chemistry Department in Faculty of Mathematics and Natural Science, at Yogyakarta State University. The student’s number was 28 people. The research was carried out using 3 media, i.e. Over Head Transparent presented by Over Head projector (OHP) at carbohydrate topic; Power Point presented by LCD projector at protein topic, and Audio-Visual presented by LCD projector at enzyme topic. The instruments of this research are observation sheet, pre-test and post-test, and evaluation questionnaire. The increase of post-test to pre-test was evaluated using t-test. The analyzed of observation data was carried out by qualitative descriptive using calculation percentage continued by qualitative analyzed. The mean of observation data was analyzed by ANAVA-A test followed by LSDT test. The data of evaluation questionnaire was calculated as percentage of student choice at this questionnaire.The result of observation data showed that there was the increasing in practical work skilled using OHT, Power Point, and Audio Visual media. There were 18.16 (very low), 36.39 (medium); and 49.31 (very high) respectively. The ANAVA-A test and LSDT indicated that there was significant difference between three score of the practical work skilled with three different media at three topics. The result of pre-test and post-test showed that there was the increasing score for all topics. The great increasing was enzyme topic when using Audio-visual media. The t-test indicated that there was the differentia of the increase score at three topics. The evaluation questionnaire showed that Audio-Visual media presented by LCD was effective]]>
