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INDONESIA
JOURNAL OF EDUCATION
Published by Universitas Negeri Yogyakarta
ISSN : 20851839     EISSN : -     DOI : -
Core Subject : Education,
Education
JOE is the scientific journal of educational research. It publishes any research- based articles on and about education i.e. articles which contribute to the understanding, theoretical development, theoretical concept and implementation of theories of education at any levels.
Arjuna Subject : -
Articles 63 Documents
 1   2   3   4   5 
Developing supplementary writing tasks for semester 3 students of English Education Department of STAIN Gajah Putih Sungkawati Kardi Wahyuningsih
JOURNAL OF EDUCATION Vol 7, No 1: November 2014
Publisher : LPPM UNY

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Abstract

The research study was aims to develop writing tasks for supplementary material for semester 3 students of English Education Department of STAIN Gajah Putih, Takengon. This research was a research and development study that included the steps of needs analysis, course grid design, product development, product validation, try-out, and study of the final product. This research developed seven units of writing tasks developed according to the needs analysis data. The need of semester 3 students of STAIN Gajah Putih is to improve their writing skills. The needs-related appropriate supplementary writing tasks in terms of their components are: the goal of learning writing is to improve the students’ writing skills; the input presents interesting pictures and texts; the procedure presents interesting and enjoyable activities; the learners’ role is as the active learner; the teacher’s role is the feedback giver; and the setting is individual work. The components of appropriate supplementary writing tasks in terms of their organizations are arranged into seven stages. They are get ready, take action, structure focus, writing focus, writing process, check competence, and make summary
Evaluation of the Training on Trainers of Education for Earthquake Preparedness and Trauma Healing for ASPNet Teachers in Bantul, Yogyakarta Special Territory Nahiyah Jaidi Faraz
JOURNAL OF EDUCATION Vol 1, No 2: November 2009
Publisher : LPPM UNY

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Abstract

This study aims to describe disaster preparedness and trauma healing programs from the context, input, process, and product aspects. The context refers to the appropriateness of the program design, the input to resources in the program, the process to the accomplishment of the program, and the product to impacts and benefits of the program. This study was an evaluation research study. The subjects were 105 teachers from 34 schools in Bantul Regency consisting of art, guidance and counseling, and religion teachers. The data were collected using questionnaires and were analyzed using the content analysis on the training materials and other relevant documents. The results show that the program is relevant to the needs in relation to trauma healing and disaster preparedness. The materials of the training help the participants understand trauma healing and disaster preparedness. According to the participants, the training is effective although the materials need to be synchronized. The trainers have been applying and spreading out the result of the training although only few of them have already developed the materials.
Respect Training of Instructional Design Development for Teachers to Prevent Bullying in Elementary Schools Ariefa Efianingrum
JOURNAL OF EDUCATION Vol 4, No 01: November 2011
Publisher : LPPM UNY

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Abstract

The purpose of this study was to develop an instructional design and respect training modules for teachers and school principals to create conducive school cultures, seed non-violence values, and prevent bullying in the elementary school. The study was development research using Thiagarajan’s Four-D model consisting of the four stages of define, design, develop, and disseminate. This present study was limited on the first three stages of the model. The subjects of the study were elementary school teachers and principals in Sleman District. The results of the define stage showed that there had been various forms of violences that happened in schools. At the design stage, the instructional design of training was developed based on the competence standards and basic competencies that were expected to be mastered by school teachers and principals. The design included all ability aspects of cognitive, affective, and psychomotor. At the development stage, expert appraisals/ judgments and trial training were conducted. The Kirk Patrick’s model of training program evaluation showed that the respect training not only transferred knowledge of cognitive aspect, but also the transferred values as affective aspects, as well as developing the skills of participants in applying the respect attitudes into practice in school life.
Developing Reading Tasks for Autonomous Learning for Grade X Students of SMA 1 Sleman Sungkawati Kardi Wahyuningsih; Joko Priyana
JOURNAL OF EDUCATION Vol 6, No 1 (2013): November 2013
Publisher : LPPM UNY

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Abstract

This research  study  was  aimed  at  developing  reading  tasks for autonomous  learning for  grade X students  of Senior High School 1 Sleman to  help   the  students   improve   their   reading   skills   independently.    This research  was a Research  and Development  study  that included  the steps  of needs    analysis,    course    grid    design,    product     development,    product validation,  product   revision,  try-out,  and study  of  the final  product.   This research developed five  units of reading tasks for  autonomous  learning.  The reading  tasks  were  developed  according  to  the  needs  analysis  data.  The need  of  grade  X  students   of  Senior  High  School 1 Sleman   in  learning reading  autonomously   is to  improve  their  reading  skills.  the  appropriate reading  tasks for  autonomous  learning are that they give clear instructions, describe  the  language  skills  clearly,  look  nice,  give  a  lot practice,   give feedback   and give  answers  or  let  the  learners  know  how  to complete  the tasks,  give  examples  and  tell  the  learners  how  to  learn  best.  The  needs­ related appropriate  reading tasks for  autonomous  learning  in terms of their components   that  are:  the  goal  of  learning   reading   autonomously   is  to improve the students'  reading skills;  the input presents  interesting pictures; the procedure  presents   interesting  and  enjoyable  activities;   the  learners' role is as the active reader; the teacher's  role is the feedback  giver; and the setting  is individual  work.  The components  of appropriate  reading  tasks for autonomous  learning  in terms of their organisations  are arranged  into four stages,   namely   introduction,   activities,   self-assessment,    and  check  your achievement.
An evaluation of the implementation of Curriculum 2013 at the building construction department of vocational high schoos in Yogyakarta Amat Jaedun; V. Lilik Haryanto; Nuryadin Eko Rahardjo
JOURNAL OF EDUCATION Vol 7, No 1: November 2014
Publisher : LPPM UNY

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Abstract

This research aims to determine the readiness of the teachers of the building construction department of  vocational high schools (SMK) in Yogyakarta in designing and implementing the teaching and assessment processes of Curriculum 2013 implementation.The population was the teachers of building construction departments of the SMK’s in Yogyakarta, which had been selected  as the pilots of Curriculum 2013 implementation in the academic year 2013/2014, namely: SMKN 2 Yogyakarta, SMKN 3 Yogyakarta, SMKN 2 Depok, SMKN 1 Seyegan, SMKN 2 Pengasih, and SMKN 2 Wonosari. A sample of 13 teachers was established using  the quota sampling technique (three teachers for each package of specialization). The data were collected using a questionnaire and through documentation. The data were analyzed using the descriptive statistical,  quantitative and  qualitative descriptive analyses. The results of this research are as follows. (1) The teachers’ readiness in lesson planning to implement Curriculum 2013 measured from the availability of the learning tools, and the teachers’ ability to plan the learning processes, is in the less ready category. (2) The teachers’ readiness in implementing the learning process to implement Curriculum 2013 is in the less prepared conditions. The findings show that: (a) the teachers do not understand the principles and application of the scientific learning models as an appropriate approach to Curriculum  2013 implementation; (b) though all teachers have formulated learning activities preliminarily, the core and ending of learning stages, the realization of these activities is not in accordance with the provisions, (c) the teachers do not apply the information and communication technology (ICT) in the learning activities. (3) The teachers’ readiness in the learning assessment to implement Curriculum 2013 is in less prepared conditions. This is shown by the teachers’ inadequate understanding of the principles, procedures, and techniques of the authentic assessment, and the given tasks for the students  do not portray the authentic tasks
Needs analysis in teaching learning process for developing teaching Arabic language syllabus of Islamic Religion Education of STAIS Sumatera Surbakti, Andika Hariyanto
JOURNAL OF EDUCATION Vol. 1 No. 1: November 2015
Publisher : LPPM UNY

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Abstract

The study was aimed at describing: (1) the target needs of the students inlearning Arabic language of STAIS Sumatera, (2) the learning needs of the students in learning Arabic language of STAIS Sumatera, and (3) the development at the teaching Arabic language syllabus. The subjects of this study were 70 students of the semester 2 of Islamic religion education department of STAIS Sumatera in the academic year 2013/2014. The study consisted of data collection, data identifi cation, data quantifi cation, data description, and syllabus development. The Arabic teaching syllabus were developed based on the needs analysis data. The research instruments were questionnaires and interview guides. The results of the study are as follow. The target needs of the students of STAIS Sumatera in learning Arabic are to improve their Arabic language skills; the students' profi ciency is in the elementary level;learning Arabic language is useful for their next career; the most popular topic is religion; the input is picture illustration; the learning activity is reading thenanswering comprehension questions; the teacher role is as a feedback giver; thelearners role is as active learners; and the setting is group work
The effectiveness of electronic library service management at centra library in Yogyakarta State University Salisa Roysri
JOURNAL OF EDUCATION Vol 3, No 01: November 2010
Publisher : LPPM UNY

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Abstract

This study was aimed at evaluating the effectiveness of electronic library service management concerning the components of (1) Input based on the items of the Mission Vision formulation, compilation of electronic programs and the availability of resources and (2) Process, including Planning, Organizing, Actuating and Controlling. The evaluation engaged a combined quantitative and qualitative paradigm in which three data collection techniques were used: a questionnaire, an interview, and an observation. The result from the questionnaire indicates that the mean of Input management is 3.16 which is the most effective performance and the mean score of Process is 3.32 which is also the most effective performance. The results of the interview and observation show that the management and leadership in the Electronic Section were formulated and implemented well since the mission and vision were disseminated and nearly everyone understood
Comparison of Multicultural Education in SMP Maria Immaculata Y ogyakarta and SMP 5 Yogyakarta Taat Wulandari
JOURNAL OF EDUCATION Vol 6, No 1 (2013): November 2013
Publisher : LPPM UNY

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Abstract

This study aims to describe the ideas of multicultural education from principals, teachers, students, and students' parents. Their ideas and under­ standings are explored to obtain a description of practices by principals, teachers, students, and students' parents to implement multicultural education in the school life. This study employed the qualitative method. It used the naturalistic inquiry. The  research  subjects  comprised principals,  teachers,  students,  and students' parents in SMP Maria Immaculata Yogyakarta and SMP 5 Yogyakarta. They were selected by means of the purposive  and snowball sampling techniques. The data were collected by means of three techniques, namely observation, interview, and documentation techniques. The research instrument was the researcher herself. The data trustworthiness was enhanced through the triangulation technique, including source  and  data  triangulations.  The  data  were  analyzed  using  the qualitative data analysis by Miles Huberman, consisting of data reduction, data display, and conclusion drawing. After  the investigation of the life in the two schools, the following  conclusions are drawn. 1) Principals,  teachers, students, and   students'   parents    have   awareness   and   understanding   of   individual differences. 2) The conceptualization of the awareness is manifested in the values to   develop,   namely   no   discrimination,   understanding   of   other   people's perceptions, avoidance of stereotypes, attempts for  equality, realization of justice, mutual acceptance, mutual respect, mutual tolerance, empathy, communication, affection, family atmosphere, brotherhood, and tolerance.
Collaborative teaching-learning between college and industry: A case study of steel practice subj ect matter in the technical faculty ofYogyakarta State University Suparman Suparman
JOURNAL OF EDUCATION Vol 1, No 1 (2008): Year 1, Number 1, November 2008
Publisher : LPPM UNY

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Abstract

Abstract: In vocational secondary school, a collaborative teaching-learning model is known as a dual education system where the students practice  in industries. Generally, that system is successful although there are variations among the school. Such collaboration needs relatively high cost and complicated coordination. As an alternative, teaching-learning collaboration between college and industry can be conducted by inviting guest lecturers from the well industry. Thepresent study is aimed at obtaining a model where practice products are marketable and students have co-operative attitudes in team work. Three teaching-learning models are compared. First, the teaching-learning process of thefirst half semester is conducted by a lecturer in college while the rest is conducted by two lecturers in industry. Second, as thefirst, but the teaching-learning process takes place in college only. Third, the teaching-learning process is conducted in college and without collaboration. Students are divided  into small groups of 3 or 4 to make marketable products.  The products  are measured by some college aspects according to industrial standards, whereas co-operative attitudes are measured by Johnson and Johnson definition. The results are subjected to nonparametric statistic analyses. In perspective of the practice product, the first teaching-learning model does not differ significantly from the teaching­ learning second model (t = 2,2; P 0.05); but differs  significantly from the third  (t  = 4.5;  pO.Ol);  the  second   teaching-learning   model  differs significantly from  the third (t  = 3.7; pO.Ol). In perspective  of the co­ operative  attitudes,   the first   teaching-learning   model  does  not  differ significantly from  the second (t=0.81; p0.05).  The guest lecturer model is able toproduce marketable products and well co-operative attitudes in a team work.Keywords: collaborative   teaching-learning   model,   well   industry,  dual education system, guest lecturing, practice products, co-operative attitudes, teamwork
Student factor infl uencing Indonesian student reading literacy based on PIRLS data 2011 Ratri, Safitri Yosita
JOURNAL OF EDUCATION Vol. 1 No. 1: November 2015
Publisher : LPPM UNY

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Abstract

The study was aimed at (1) examining how student factors (home parental involvement, students' perceptions of reading, reading outside school, and information and communications technology [ICT] use) infl uenced readingliteracy, and (2) investigating how the factor interacts with reading aspects (reading experience, process and comprehension, and reading attitudes and behaviours). The subjects was quantitative research and applied Rasch and hierarchical linear modelling (HLM) analyses. The subjects were 4779 Primary-School students nested within 158 schools sampled using a random sampling technique. The study used Progress in International Reading Literacy (PIRLS) 2011 data that was categorized as secondary data. Findings of the study revealed that (1) there were signifi cant relationships between a number of student factors and reading literacy in both 2011 and (2) there were identifi able signifi cant correlations between reading literacy and home parental involvement, students' perceptions of reading, reading outside school, and information and communications technology [ICT] in 2011

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