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Jurnal Kajian Pendidikan Teknik Bangunan
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 31090893     DOI : https://doi.org/10.26740
Core Subject : Education, Social,
Education Social Sciences
Focus and Scope Jurnal Kajian Pendidikan Teknik Bangunan (JKPTB) promotes research in the broad field of Education Research and Technology (including such disciplines as Building Engineering Education, Vocational Education, etc.) with particular respect to Indonesia, but not limited to authorship or topical coverage within the region. Contributions are expected from senior researchers, project managers, research administrators and undergraduate/postgraduate students at advanced stages of their research, representing both public organizations and private industry. Equally, the journal if intended for scholars and students, reseachers working at research organizations and government agencies, and also for enterprises undertaking applied R&D to lead innovations. The editorial contents and elements that comprise the journal include: Theoretical articles Empirical studies Practice-oriented papers Case studies Review of papers, books, and resources. As far as the criteria for evaluating and accepting submissions is concerned, a rigorous review process will be used. Submitted papers will, prior to the formal review, be screened so as to ensure their suitability and adequacy to the journal. In addition, an initial quality control will be performed, so as to ensure matters such as language, style of references and others, comply with the journal´s style. The below mentioned areas are just indicative. The editorial board also welcomes innovative articles that redefine any Vocational and Building Engineering Educational field. Teaching and learning in building engineering and civil engineering education Evaluation, assessment, and certification in building engineering and civil engineering education, human resources management in civil engineering and building engineering education Vocational resources in building engineering and civil engineering education Policy and contemporary issues in building engineering and civil engineering education Other things related to Building Engineering and Civil Engineering Education
Arjuna Subject : Ilmu Sosial - Pendidikan
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PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) PADA MATA PELAJARAN MENGGAMBAR KONSTRUKSI ATAP KELAS XII TGB DI SMKN KUDU JOMBANG DEWI PUSPITA SARI
Jurnal Kajian Pendidikan Teknik Bangunan Vol. 2 No. 1 (2016)
Publisher : Jurnal Kajian Pendidikan Teknik Bangunan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jkptb.v2i1.17764

Abstract

Model problem based learning (PBL) merupakan suatu model yang mengharuskan siswa untuk berpikir tingkat tinggi untuk mengolah informasi yang bertujuan untuk mengembangkan keterampilan pemecahan masalah, materi, dan pengaturan diri. Tujuan Penelitian ini adalah untuk mengetahui kelayakan perangkat pembelajaran, keterlaksanaan pembelajaran, dan hasil belajar siswa dengan menggunakan model problem based learning. Jenis penelitian yang digunakan adalah penelitian One Shot Case Study. Desain yang digunakan dalam penelitian ini adalah Pre-Experimental Design. Subyek penelitian adalah kelas XII TGB 2 SMKN Kudu Jombang dengan jumlah 32 siswa. Penelitian dilaksanakan pada semester ganjil tahun ajaran 2016-2017. Teknik analisis data pada penelitian ini yaitu analisis kelayakan perangkat pembelajaran, analisis keterlaksanaan pembelajaran dan analisis hasil belajar dengan uji-t untuk menguji hipotesisnya. Berdasarkan hasil validasi silabus mendapatkan presentase 82,50%, Rencana Pelaksanaan Pembelajaran (RPP) mendapatkan presentase 84,76%, handout mendapatkan presentase 89,52%, lembar soal belajar belajar siswa mendapatkan presentase 82,86%. Artinya, perangkat pembelajaran sudah memenuhi kriteria kelayakan. Hasil pengamatan kegiatan belajar siswa pada pertemuan I mendapatkan presentase 87,32%, sedangkan pada pertemuan II mendapatkan presentase 86,19% yang termasuk dalam kriteria sangat layak. Hasil belajar siswa memperoleh nilai rata-rata kelas 80,03%. Dari hasil perhitungan didapat thitung sebesar 3,377 dan ttabel sebesar 1,697. Hal ini berarti bahwa harga thitung > ttabel sehingga H0 diterima dan Ha ditolak. Maka, hipotesis berbunyi rata-rata hasil belajar Menggambar Konstruksi Atap siswa kelas XII setelah pelaksanaan model problem based learning lebih besar atau sama dengan 78 dapat diterima. Berdasarkan hasil tersebut dapat disimpulkan bahwa penerapan model problem based learning berpengaruh positif terhadap kegiatan belajar siswa dan hasil belajar siswa. Kata Kunci: Model Problem Based Learning, Kelayakan, Hasil Belajar. Model of problem based learning (PBL) is a model which requires students to think a high degree to processes information that aims to develop skill problem solving , matter , and setting off. The purpose of this research is to know the worthiness of the device of learning, implemented an to learning, and learning outcomes the student with the problem with models based learning. This type of research is the study of One Shot Case Study. The design used in this study is the Pre- Experimental Design. Subject research was a class XII TGB 2 SMKN Kudu Jombang by the number of 32 students. Research was conducted in the first semester of the academic year 2016-2017. Technique data analysis in this research is analysis feasibility device learning, analysis to done an learning and an analysis of learn by uji-t to test hypotheses. Based on the results of validation syllabus get the percentage 82,50%, Learning Implementation Plan (RPP) get the percentage 84,76%, handout get the percentage 89,52%, sheets about student learning received the percentage 82,86%. It means, device learning enough to fulfill feasibility criteria. The result of the observation student learning activities at a meeting I get the percentage 87,32%, while at a meeting II get the percentage 86,19% are on the criteria very reasonable. Learning outcomes students obtain the value of an average class 80,03%. Calculations of the results obtained tcount worth 3,377 and ttabel worth 1,697. This means that the price of tcount > ttable so h0 received and ha rejected. So, hypothesis read the average study results drawing construction the roof a student of class XII after implementation model the problem based learning greater than or equal to 78 acceptable. Based on these results can be concluded that the implementation of model the problem based learning have had a positive impact of the student learning and study results students. Keywords: Model of Problem Based Learning, Feasibility,Learning Outcomes.
Mata Kuliah - Mata Kuliah Yang Mempengaruhi Waktu Tempuh Kelulusan Mahasiswa S-1 Pendidikan Teknik Bangunan Angkatan 2010 Jurusan Teknik Sipil UNESA ARISKHA KHOIRISMA
Jurnal Kajian Pendidikan Teknik Bangunan Vol. 2 No. 1 (2016)
Publisher : Jurnal Kajian Pendidikan Teknik Bangunan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jkptb.v2i1.17928

Abstract

PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) PADA MATERI RENCANA ANGGARAN BIAYA MOCH KAMSUN AZHARI
Jurnal Kajian Pendidikan Teknik Bangunan Vol. 2 No. 1 (2016)
Publisher : Jurnal Kajian Pendidikan Teknik Bangunan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jkptb.v2i1.17997

Abstract

Berdasarkan hasil observasi lapangan di SMKN 1 Kemlagi Mojokertoo bahwa siswa kurang memahami pelajaran Rencana anggaran Biaya Bangunan. Siswa lebih banyak mendengarkan penjelasan guru dikelas dan mengerjakan soal soal latihan sehingga siswa kurang aktif serta pembelajaran masih menggunakan metode pembelajaran langsung (MPL) oleh karena itu, model pembelajaran yang sesuai dengan siswa sangat diperlukan agar siswa aktif dalam mengikuti pelajaran di kelas. Model pembelajaran yang menuntut peserta didik harus aktif, salah satunya adalah model pembelajaran Project Based learning Model pembelajaran yang menuntut peserta didik harus aktif, salah satunya adalah model pembelajaran Project Based learning. Tujuan dari penelitian ini adalah Mendeskripsikan kelayakan perangkat pembelajaran dengan menggunakan model pembelajaran Project Based learning (PjBL) pada pelajaran Rencana anggaran biaya Bangunan, Mendeskripsikan respon siswa setelah menggunakan model pembelajaran Project Based learning (PjBL) pada pelajaran Rencana anggaran biaya Bangunan, Mendeskripsikan keterlaksanaan pembelajaran dengan menggunakan model pembelajaran Project Based learning (PjBL) pada pelajaran Rencana anggaran biaya Bangunan, dan Mendeskripsikan hasil belajar siswa setelah menggunakan model pembelajaran Project Based learning (PjBL) pada pelajaran Rencana anggaran biaya Bangunan. Jenis penelitian yang digunakan adalah Quasi Experimental Design dengan desain penelitian Nonequivalent Control Group Design. Penelitian ini dilakukan pada semester ganjil 2016/2017 di SMKN 1 Kemlagi. Sampel dalam penelitian ini adalah kelas XII TGB A sebagai kelas eksperimen dan kelas XII TGB B sebagai kelas kontrol. Kelas eksperimen mendapat perlakuan menggunakan model pembelajaran Project Based learning (PjBL) pada pelajaran Rencana anggaran biaya dan kelas kontrol mendapat perlakuan menggunakan model pembelajaran langsung (MPL). Instrumen penelitian terdiri dari lembar validasi perangkat pembelajaran, lembar angket respon siswa, lembar observasi/pengamatan, dan lembar tes hasil belajar. Kelayakan perangkat pembelajaran berdasarkan para ahli menunjukkan presentase kelayakan sebesar 86% dengan kualitatif sangat valid. Respon siswa menunjukan persentase sebesar 89% dengan kualitatif baik sekali. Keterlaksanaan pembelajaran menunjukan persentase sebesar 90% dengan kualitatif sangat baik. Hasil belajar siswa kelas eksperimen menghasilkan rata-rata lebih besar daripada kelas kontrol yaitu kelas eksperimen= 83 dan kelas kontrol= 75. Dan Analisis uji hipotesis menghasilkan thitung > ttabel yaitu 3,04 > 1,99. Dengan demikian maka, terdapat perbedaan hasil belajar antara kelas eksperimen yang menggunakan model pembelajaran Project Based learning (PjBL) pada pelajaran Rencana anggaran biaya Bangunan dan kelas kontrol yang menggunakan model pembelajaran langsung. Project Based learning (PjBL) pada pelajaran Rencana anggaran biaya Bangunan dapat meningkatkan hasil belajar siswa karena siswa lebih aktif dalam mengikuti pembelajaran dikelas. Kata kunci: Project Based learning (PjBL), Rencana anggaran Biaya Bangunan, Hasil belajar siswa Based on the results of field observations in SMKN 1 Kemlagi Mojokerto that students do not understand the lessons of building cost budgeting plan. The students are much listening what their teacher lesson and finishing an exercices tasks. This makes students are not active. Beside that, lesson model using Direct Lesson Model. This model is not suitable if want students active when they are in the class. With Project Based Learning (PjBL), it is good learning model can makes students more actives in their lessons. The purposes of this riset are describes of aplication lesson tools using Project Based Learning Lessons of Building Cost Budgeting Plan, describes of how students respon after using Project Based Learning Lessons of Building Cost Budgeting Plan, describes of the application of Project Based Learning (PjBL) Lessons of Building Cost Budgeting Plan and describes of result of students learned after using learning of Project Based Learning (PjBL) of lesson of Building Cost Budgeting Plan. Type of riset is Quasi Experimental Design with riset design Nonequivalent Control Group Design. This riset was held on even semester 2016/2017 at SMKN 1 Kemlagi Mojokerto. The Sample was class of XII TGB A as Experiment Class and class of XII TGB B as Control Class. Class of experiment using learning model of Project Based learning (PjBL) lesson of building cost budgeting plan and class of control using direct learning model. Riset Instrument use many kind of sheets, which are tool learning validation sheet, student respon quisioner sheet, observation sheet and learned result test sheet. The prosentase of application of learning tools is 86%. This is very kualitative. The prosentase of students respon is 89%. It is very good value. Besides, The prosentase of learning was run with 90%. It’s also very kualitative value. The average of learned result of experiment class was 83 and control class was 75. Value of experiment class more greater than control class. The Analysis of Hipotesis Exam creates t arithmetic With calculating table shows result is 3,04 > 1,99 It’s means there is different of learned result, between experiment class was used learning model Project Based Learning of Lesson of Building Cost Budgeting Plan and control class was used Direct Learning Lesson. So, the resume of the riset shows using Project Based Learning (PjBL) Lesson of Building Cost Budgeting Plan can increases students learned result because this learning model makes students more active when they learn in the classroom. Keywords: Project Based Learning, Building Cost Budgeting Plan, The Result Of Student Learned.
PENERAPAN METODE PEMBELAJARAN AKTIF TIPE PEER LESSONS DENGAN MEDIA MODUL PADA MATA PELAJARAN MEKANIKA TEKNIK SEBAGAI UPAYA PENINGKATAN HASIL BELAJAR SISWA KELAS X GB SMK NEGERI 2 SURABAYA DANY IMANINA
Jurnal Kajian Pendidikan Teknik Bangunan Vol. 2 No. 1 (2016)
Publisher : Jurnal Kajian Pendidikan Teknik Bangunan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jkptb.v2i1.18050

Abstract

Tujuan penelitian tentang penerapan metode pembelajaran peer lessons dengan media modul adalah mengetahui (a) keterlaksanaan pembelajaran dengan menggunakan metode pembelajaran aktif tipe peer lessons dengan media modul. (b) respon siswa terhadap penerapan metode pembelajaran aktif tipe peer lessons dengan media modul. (c) perbedaan hasil belajar siswa antara kelompok yang diberi metode pembelajaran aktif tipe peer lessons dan kelompok yang tidak diberi dengan dilengkapi media modul. Penelitian ini merupakan jenis penelitian quasi eksperimental. Pengambilan sampel dilakukan secara menyeluruh, sehingga jumlah populasi sama dengan jumlah sampel yaitu kelas X GB 1 dengan 38 siswa, kelas X GB 2 dengan 36 siswa serta X GB 3 dengan 37 siswa. Instrumen pengumpulan data menggunakan lembar validasi, lembar observer, tes tulis dan angket. Pelaksanaan metode peer lessons dengan metode silang, dimana penetapan kelas yang hanya diberi modul berbeda di setiap pertemuan. Teknik analisis data menggunakan analisis penilaian validator, analisis keterlaksanaan pembelajaran, analisis angket respon siswa, dan analisis uji beda menggunakan uji-t (independent sample t-test). Hasil penelitian adalah sebagai berikut (a) keterlaksanaan proses pembelajaran aktif peer lessons menunjukkan kriteria sangat baik dengan rerata prosentase kegiatan mengajar guru sebesar 91,89% dan rerata prosentase kegiatan belajar siswa sebesar 89,57%, (b) respon positif ditunjukkan melalui rerata respon terhadap pembelajaran aktif peer lessons sebesar 77,78% dengan interpretasi kuat, (c) perbedaan hasil belajar siswa ditunjukkan pada pertemuan awal yaitu rerata hasil belajar kelompok yang diberi pembelajaran aktif peer lessons dilengkapi modul lebih tinggi dibandingkan dengan rerata hasil belajar kelompok yang hanya diberi modul. Selisih rerata nilai kedua kelompok signifikan untuk disimpulkan keduanya berbeda secara nyata. Pada pertemuan selanjutnya, tidak menunjukkan adanya perbedaan hasil belajar antara kedua kelompok sampel. Selisih rerata nilai hasil belajar kedua kelompok sampel kecil dan tidak berarti untuk disimpulkan keduanya berbeda secara nyata. Kata kunci : Metode Peer Lessons, Modul, Keterlaksanaan Pembelajaran, Hasil Belajar, Respon Siswa Purpose about active learning type of peer lessons with media module was to determine (a) implementation learning by using active learning type of peer lessons with media module. (b) response of student to application active learning type of peer lessons with media module. (c) differences in learning outcomes between groups are given active learning type of peer lessons and groups are not given and complete with media module. The kind of research is quasi experimental design. The sampling is done thoroughly, so that the total population is equals the number of samples class X GB 1 with 38 students, class X GB 2 with 36 students and class X GB 3 with 37 students. The instrument collection data used sheets validation, observation sheets, written test and questionnaires. The implementation of peer lessons with cross method, where the determination of class who were given different module at each meeting. Analysis techniques of data using analysis of validator valuation, analysis implementation of learning, analysis responses of student , and learn to use test results analysis of independent sample t-test. This is the results of research (a) implementation active learning type of peer lessons indicate the criteria very well with average percentage teacher teaching of 91,89% and average percentage student studying of 89,57%, (b) positive response shown by the average response to active learning type of peer lessons of 77,78% with very strong interpretation, (c) difference learning outcomes showed the initial meetings is the average learning outcomes of group by active learning type of peer lessons with media module higher when compared with value of group are only given media module. The difference between the average value of the two groups were significant for both concluded significantly difference. At the next meeting, showed no difference in learning outcomes between the two groups of samples. The difference in the average number of learning outcomes both sample groups are small and not mean to be concluded both significantly difference. Keywords : Method of Peer Lessons, module, implementation of learning, learning outcomes, response of students.
PELAKSAAAN MODEL PEMBELAJARAN EXAMPLE NON EXAMPL EDENAN MEDIA MAKET PADA KOMPETENSI DASAR MENGIDENTIFIKASI ILMU BANGUNAN GEDUNG SISWA KELAS X TGB DI SMKN 1 KEMLAGI MOJOKERTO FINAR LINASARI
Jurnal Kajian Pendidikan Teknik Bangunan Vol. 2 No. 1 (2016)
Publisher : Jurnal Kajian Pendidikan Teknik Bangunan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jkptb.v2i1.18173

Abstract

Siswa masih merasa kesulitan memahami mata pelajaran mengidentifikasi Ilmu Bangunan Gedung dan belum bisa membayangkan bentuk asli sebuah sambungan, sedangkan pembelajaran yang dilakukan dengan pembelajaran model ceramah. Pembelajaran dengan model pembelajaran Example non Example ditambah dengan media maket merupakan suatu inovasi pembelajaran. Rumusan masalah penelitian ini adalalah bagaimana hasil belajar siswa setelah menggunakan model pembelajaran Example Non Example dengan media maket pada mata pelajaran mengidentifikasi ilmu bangunan gedung di SMKN 1 Kemlagi Mojokerto?. Penelitian ini menggunakan penelitian experimen dengan desain penelitian one-shot case study, yaitu pelaksanaan model pembelajaran example non example dengan media maket pada kompetensi dasar mengidentifikai ilmu bangunan gedung di SMKN 1 Kemlagi Mojokerto. Tahapan penerapan dengan model pembelajaran example non example dengan media maket, setelah itu dilakukan latihan posttest, selanjutnya dilakukan analisis data hasil latihan, dan didapat hasil kelayakan perangkat, keterlaksanaan pembelajaran dan hasil belajar siswa. Instrumen penelitian ini meliputi lembar validasi perangkat, lembar keterlaksanaan pembelajaran dan lembar tes hasil belajar. Analisis data terdiri dari analisis kelayakan perangkat, analisis keterlaksanaan pembelajaran, dan analisis hasil belajar siswa setelah menerima pembelajaran dengan model example non example dengan media maket. Hasil analisis data penelitian secara deskriptif dan kuantitatif kelayakan perangkat menunjukkan presentase 89,4% dan keterlaksanaan pembelajaran mendapatkan presentase sebesar 84% termasuk dalam kategori sangat layak untuk digunakan dalam pembelajaran, berarti pembelajaran dengan model pembelajaran example non example dengan media maket terlaksana dengan baik, dan analisis hasil belajar siswa mendapat hasil rata-rata kelas 84% dalam kategori sangat baik dan tuntas, dengan t tabel = 7,851 dan t hitung = 1,697 dengan nilai signifikansi 0,05. Hal ini berarti bahwa harga thitung > ttabel, sehingga H0 diterima dan Ha ditolak. Pernyataan ini sesuai dengan ketentuan uji pihak kiri, jika harga thitung > ttabel maka H0 diterima dan Ha ditolak, sehingga dapat disimpulkan bahwa siswa telah memenuhi kriteria ketuntasan belajar minimum (KKM) >75. Kata kunci: hasil belajar, media maket, model pembelajaran example non example. Students still find it difficult to understand the subjects to identify the science building and could not imagine the original shape of a connection, and the learning is done by learning model of lecture. Learning by learning model example non example coupled with a mock media is a learning innovations. Formulation of the problem of this research after using learning model example non example with a mock media on subjects identified science building in scondary vacational schools 1 Kemlagi Mojokerto. This research uses experimental research study design with a one-shot case study, namely implementation of learning model example non example by mockups media to the basic competence to identify the science building class X engineering drawings of buildings in vacational high school 1 Kemlagi Mojokerto. Stages of implementation of the learning model example non example with mockups media, after it conducted exercises posttest, then performed the data analysis results of the exercise, and the obtained results of the feasibility, enforceability of learning and student learning outcomes. The instrument of the study include validation learning device letters, materialized learning letters and achievement test letters. The data analysis consisted of a feasibility analysis tools, materialized learning analysis, and analysis of student learning outcomes after receiving a learning model example non example with mock media. The results of the data analysis by descriptive and quantitative study the feasibility of the device indicates the percentage of 89.4% and enforceability of learning to get a percentage of 84% included in the category of very viable for use in learning, learning means learning model example non example with media mockups done well, and analysis of learning outcomes of students got an average yield of 84% grade in the category of a very good and complete, with value of t table = 7.851 and t = 1,697 with a significanted value of 0.05. This means that the price tarithmatic> ttable, so H0 is accepted and Ha rejected. This statement is in accordance with the provisions of the test left, if price tarithmatic> ttable then H0 is accepted and Ha rejected, so it can be concluded that the student has met the minimum criteria of mastery learning (KKM)> 75. Keywords: learning outcomes, learning model example non example, mockups media.
PENGARUH PENGGUNAAN METODE PEMBELAJARAN EVERYONE IS A TEACHER HERE TERHADAP HASIL BELAJAR SISWA KELAS X PADA MATA PELAJARAN KONSTRUKSI BANGUNAN DI SMKN 1 NGANJUK SILFIA INDRIANI
Jurnal Kajian Pendidikan Teknik Bangunan Vol. 2 No. 1 (2016)
Publisher : Jurnal Kajian Pendidikan Teknik Bangunan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jkptb.v2i1.18239

Abstract

Hasil observsi di SMK Negeri 1 Nganjuk pada siswa kelas X mata pelajaran konstruksi bangunan semester 2016/2017menunjukkan nilai hasil belajar siswa masih rendah. Hal ini dapat dilihat dari 64 siswa masih terdapat 43 siswa yang belum tuntas, disebabkan kurang nya inovasi dan motivasi dalam belajar, sehingga proses belajar mengajar di kelas menjadi pasif dan membosankan. Salah satu inovasi yang dapat memicu motivasi adalah metode everyone is a teacher here yaitu metode yang menggunakan media card quest. Jenis penelitian ini adalah penelitian eksperimen yaitu Quasi Experimental Design dengan rancangan Nonequivalent Control Group Design. Penelitian dilakukan pada kompetensi dasar macam-macam pekerjaan konstruksi kayu. Tahap pelaksanaan dalam penelitian ini meliputi penyusunan perangkat pembelajaran (silabus, RPP, Handout, dan Posttest), pelaksanaan pembelajaran dengan metode everyone is a teacher here pada kelas eksperimen, pemberian posttest pada kelas eksperimen dan kontrol yang telah divalidasi. Kemudian dilakukan analisis data dari data yang diperoleh dengan uji-t dan menghasilkan kesimpulan. Hasil analisis data deskriptif dan kuantitatif dari kelayakan perangkat pembelajaran yaitu 84.2% yang masuk dalam kategori sangat layak untuk proses pembelajaran, maka pembelajaran dengan metode everyone is a teacher here dengan media card quest sangat baik. Hasil belajar rata- rata siswa kelas eksperimen sebesar 85.6 dan perolehan nilai rata-rata kelas kontrol sebesar 70.1, denga hasil ttable = 1.670 and thitung = 2.34 dengan taraf signifikan sebesarf 0.05. Karena hasil perhitungan dari thitung>ttable, maka H0 diterima dan Ha ditolak, jadi dapat disimpulkan bahwa hasil belajar siswa kelas X TGB SMKN 1 Nganjuk dengan metode everyone is a teacher here lebih besar dari pada hasil belajar siswa dengan metode konvensional. Kata Kunci : metode pembelajaran everyone is a teacher here, card quest, hasil belajar. Based on observations conducted in Vovational High School in Nganjuk show that the learning outcomes of the tenth grade students on the subjects of building construction on half on 2016/2017 show that of the 64 students there are 43 strudents who have not completed, this is cause a lack of innovation and motivation in learning, so that teaching and learning in the classroom to be passive ang boring. One of method innovations that can be applied is a Everyone ia a teacher here method where this method uses media card quest in learning. This method that can improve learning outcomes for actively engaging students and improving students found courage. This research uses Quasi Experimental Design research with a Nonequivalent Control Group Desig. Research was conducted on the basis of competence miscellaneous wood cobstruction work. The implementation stage of this research was the development of learning tools, wich include: syllabus, lesson plans, handout, and posttest. then do tye treatment in the experimental class and after that given the posttest, with research instrument such as the feasibility of learning tools and value the results of the posttest.then do the data analysis of the data obtained by using t-test to get a conclusion. The results of the data analysis by descriptive and quantitative study the feasibility of the device indicates the percentage of 84.2% included in the category of very viable for use in learning, learning means learning everyone is a teacher here method with card quest done well, and analysis of learning outcomes of students experimental got an average 85.6 and control class got 70.1, with value of t table = 1.670 and tarithmatic = 2.34 with a significanted value of 0.05. This means that the price tarithmatic>ttable, so H0 is accepted and Ha rejected, so it can be concluded that that results for students TGB SMK 1 Nganjuk with method everyone is a teacher here is greeter than the student learning outcomes using conventional methods. Keywords: learning methods everyone is a teacher here, card quest, learning outcomes.
PENERAPAN METODE PEMBELAJARAN BERBASIS PROYEK TERHADAP PRAKTIK PEMASANGAN BATU ALAM SISWA KELAS XI KBB DI SMK NEGERI 7 SURABAYA RATIH KARDINI RACHMAWATI
Jurnal Kajian Pendidikan Teknik Bangunan Vol. 2 No. 1 (2016)
Publisher : Jurnal Kajian Pendidikan Teknik Bangunan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jkptb.v2i1.18284

Abstract

Penerapan Metode Pembelajaran Berbasis Proyek bertujuan sebagai sarana penyampaian materi praktik kepada siswa dan dapat membantu meningkatkan kompetensi keterampilan praktik yang diinginkan. Metode pembelajaran berbasis proyek adalah metode pembelajaran yang menggunakan proyek atau kegiatan sebagai metode pembelajaran dan menggunakan masalah sebagai langkah awal dalam mengumpulkan dan mengintegrasi pengetahuan baru berdasarkan pengalamannya dalam beraktifitas secara nyata. Pembelajaran berbasis proyek lebih menekankan pada kegiatan belajar yang relatif berdurasi panjang, holistik-interdisipliner, berpusat pada pembelajar, dan terintegrasi dengan praktik dan isu-isu dunia nyata. Pelaksanaan praktik pemasangan batu alam dipilih sebagai materi karena batu alam kini banyak diminati sebagai material finishing bangunan namun pemasangannya terbilang cukup rumit maka tidak semua tukang memiliki keterampilan tersebut. Penerapan metode pembelajaran berbasis proyek ini diharapkan mampu menjadi sarana penyampaian materi praktik pemasangan batu alam pada siswa SMK. Tujuan penelitian ini adalah untuk mengetahui keterlaksanaan pembelajaran dan hasil pengamatan terhadap pelaksanaan praktik pemasangan batu alam siswa kelas XI KBB di SMK Negeri 7 Surabaya dengan penerapan metode pembelajaran berbasis proyek. Penelitian ini merupakan penelitian eksperimen, jenis pre-experiment dengan desain one-shot case study. Subjek penelitian ini adalah siswa kelas XI KBB SMK Negeri 7 Surabaya dengan jumlah 31 siswa. Pelaksanaan penelitian ini dilakukan pada semester gasal tahun pelajaran 2016-2017. Teknik pengumpulan data pada penelitian ini menggunakan metode pengamatan dan pelaksanaan praktik. Instrumen yang digunakan adalah lembar pengamatan keterlaksanaan pembelajaran dan soal praktik. Teknik analisis data menggunakan teknik analisis hasil pengamatan pelaksanaan praktik dan teknik analisis pengamatan keterlaksanaan kegiatan pembelajaran. Hasil penelitian penerapan metode pembelajaran berbasis proyek terdiri dari hasil pengamatan pelaksanaan praktik memiliki ketuntasan klasikal dengan persentase 75,00%. Hasil pengamatan pelaksanaan praktik setelah dianalisis menggunakan uji hipotesis uji t satu pihak kanan diperoleh thitung =3,598 dengan ttabel=1,714 dengan derajat kebebasan sebesar 5% (0,05), maka Ho ditolak dan Ha diterima, sehingga dapat disimpulkan bahwa hasil belajar praktik pemasangan batu alam siswa kelas XI KBB di SMK Negeri 7 Surabaya dengan penerapan metode pembelajaran berbasis proyek adalah lebih besar dari KKM 70. Hasil keterlaksanaan kegiatan pembelajaran untuk kegiatan mengajar guru sebesar 86% termasuk ke dalam kategori baik dan kegiatan belajar siswa sebesar 83% termasuk ke dalam kategori baik. Kata kunci : Metode Pembelajaran Berbasis Proyek, Hasil Pelaksanaan Praktik, dan Pemasangan Batu Alam. The implementation of project-based learning methods aimed to be a facilities for delivery of material practices to students and can help increase the competency practices skills that desired. The project-based learning method is a learning methods that uses project or activity as a method of learning and using it as matter as first steps in collecting and integration of new knowledge based on his experiences in consume in a tangible manner. Project-based learning more emphasis on learning activities relatively lasts long, holistic-interdisipliner, centered on learner , integrated with practices and issues the real world. The practice of the natural stone instalation chosen as matter because natural stone now many favorite as finishing building material but installment is quite complicated will not all the craftsmen have these skills. The implementation of project-based learning methods is expected to be a matter of delivery are quite complicated to students. The purpose of this research is to knowing learning feasibility and observations on practice of natural stone instalation students graders XI KBB SMK Negeri 7 Surabaya with the implementation of project-based learning methods. The research is experiment research, type pre-experiment by design one-shot case study .The subject of this study is a student XI KBB SMK Negeri 7 surabaya of 31 students. The implementation of this research is written in first semester 2016-2017 year lesson. Collection data techniques in this research uses the observation and the practice. An instrument used is sheets observation learning feasibility and practices task. Analysis data techniques using analysis techniques sheets observation the practices and analysis techniques sheets observation learning feasibility activities. The results of research implementation of project-based learning method consists of the results of observations implementation practices having classical exhaustivenes with the percentage 75,00%. The result of observation the implementation of the practices after analyzed use the hypothesis test t test one hand right obtained t count = 3,598 and t table = 1,714 with degree of freedom to 5 % ( 0.05 ), so Ho were rejected and Ha accepted, so that it can be concluded that results assessment practices of natural stone installation students XI KBB in SMK Negeri 7 Surabaya with implementation of project-based learning method is greater than kkm 70. The result of learning feasibility activities for the teaching of teachers is 86% included in good category and activities of student learning is 83% included in good category. Keywords : Project-based learning method, Result for practices, Natural stone installation
PENERAPAN METODE DISKUSI DISERTAI HANDOUT PADA KOMPETENSI DASAR MENERAPKAN BESARAN VEKTOR PADA GAYA, MOMEN DAN KOPEL UNTUK MENINGKATKAN HASIL BELAJAR SISWA RIZA ZULFAHMI
Jurnal Kajian Pendidikan Teknik Bangunan Vol. 2 No. 1 (2016)
Publisher : Jurnal Kajian Pendidikan Teknik Bangunan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jkptb.v2i1.18285

Abstract

Penelitian ini bertujuan untuk mengetahui kelayakan perangkat pembelajaran, mengetahui kegiatan mengajar guru dan siswa, serta mengetahui hasil belajar siswa menggunakan metode diskusi disertai handout. Penelitian ini menggunakan jenis Penelitian Tindakan Kelas. Sasaran pada penelitian ini yaitu siswa kelas X Teknik Gambar Bangunan 1 Sekolah Menengah Kejuruan Negeri Kudu Jombang dengan jumlah siswa sebanyak 36 siswa yang dilaksanakan pada semester gasal tahun ajaran 2016/2017. Metode pengumpulan data dalam penelitian ini diperoleh meliputi hasil validasi silabus, rencana pelaksanaan pembelajaran, validasi handout, keterlaksanaan kegiatan mengajar guru, keterlaksanaan kegiatan belajar siswa dan dari hasil belajar siswa. Hasil validasi perangkat pembelajaran yang telah dilakukan oleh validator meliputi validasi silabus menunjukkan bahwa validasi silabus dinyatakan sangat layak/sangat valid dengan persentase rata-rata sebesar 82,67%, hasil validasi rencana pelaksanaan pembelajaran menunjukkan bahwa persentase rata-rata sebesar 81,67% yang dinyatakan sangat layak/sangat valid, dan hasil validasi handout menunjukkan bahwa persentase rata-rata sebesar 85% yang dinyatakan sangat layak/sangat valid. Berdasarkan hasil validasi perangkat pembelajaran dapat diperoleh persentase rata-rata sebesar 83,11% dengan kriteria sangat layak/sangat valid.Keterlaksanaan kegiatan mengajar guru setelah penerapan metode diskusi disertai handout memperolah rata-rata pada siklus I sebesar 3,64 meningkat pada siklus II sebesar 3,79. Keterlaksanaan kegiatan belajar siswa memperoleh rata-rata pada siklus I sebesar 3,61 meningkat pada siklus II sebesar 3,68. Hasil belajar siswa setelah menerapkan metode diskusi di sertai handout menunjukkan bahwa ketuntasan belajar siswa pada siklus I sebesar 65,63% dan meningkat pada siklus II sebesar 77,14%. Kata Kunci: Hasil Belajar Siswa, Kelayakan Perangkat Pembelajaran, Keterlaksanaan Pembelajaran, dan Metode Diskusi Disertai Handout. This study aims to determine the feasibility of learning tools, know teaching activities of teachers and students, as well as knowing the results of student learning using the method of discussion with handouts. The subjek in this research is the student of class X Drawing Techniques Building 1 State Vocational Secondary School Kudu Jombang which consist of student as many as of 36 students it is conducted in the odd semester academic year 2016/2017. The method of data collection in this research include by validation results obtained syllabus, lesson plan, handouts validation, enforceability of the teaching activities of teachers, enforceability of students learning activities and students learning outcomes. The results of validation learning device that has been done by the validator includes validation of syllabus indicates that validation of syllabus otherwise very decent/very valid with an average percentage of 82,67%, the results of the validation lesson plan indicates that the average percentage of 81,67%, which is otherwise very decent/very valid, and results of the validation handouts indicates that the average percentage of 85% which is otherwise very decent/very valid. Based on the results of the validation study can be obtained an average percentage of 83,11% with a very decent criteria/very valid. The enforceability of the teaching activities of teachers after application of the method of discussion with handouts obtain the average in the first cycle of 3,64 increased in the second cycle of 3,79. The enforceability of students learning activities obtain the average in the first cycle of 3,61 increased in the second cycle of 3,68. The students learning outcomes after applying the method of discussion with handouts indicates that mastery learning students in the first cycle of 65,63% and increased in the second cycle of 77,14%. Keywords: Student Results, Feasibility Study Tools, The Enforceability of the Learning and Discussion Methods Accompanied Handout.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE ROTATING TRIO EXCHANGE UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN KONSTRUKSI BANGUNAN KELAS X SMKN 1 SIDOARJO RENI KUSTANTI
Jurnal Kajian Pendidikan Teknik Bangunan Vol. 2 No. 1 (2016)
Publisher : Jurnal Kajian Pendidikan Teknik Bangunan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jkptb.v2i1.18315

Abstract

Model pembelajaran kooperatif tipe Rotating Trio Exchange adalah model pembelajaran yang dapat membantu siswa untuk berpikir kreatif, berani mengemukakan pendapat, dan bekerja sama dengan siswa lain untuk dapat memecahkan permasalahan. Siswa mendapat kesempatan untuk berdiskusi dengan lebih banyak kelompok karena siswa melakukan perputaran anggota kelompok. Penelitian ini bertujuan untuk mengetahui kelayakan perangkat pembelajaran, keterlaksanaan pembelajaran, dan hasil belajar menggunakan model pembelajaran kooperatif tipe Rotating Trio Exchange. Desain penelitian yang digunakan dalam penelitian ini adalah one-shot case study. Penelitian ini dilaksanakan di SMK N 1 Sidoarjo, jurusan Teknik Gambar Bangunan (TGB) dan waktu penelitian dilakukan pada semester gasal 2016/2017. Sampel yang digunakan adalah siswa kelas X TGB 1 dengan jumlah 35 siswa. Instrumen penelitian yang digunakan terdiri dari lembar validasi perangkat pembelajaran, lembar observasi pengamatan keterlaksanaan pembelajaran, dan tes hasil belajar. Teknik analisis data yang digunakan yaitu analisis deskriptif dengan menganalisa kelayakan perangkat, keterlaksanaan pembelajaran, hasil belajar, dan uji hipotesis dengan uji-t pihak kiri. Hasil penelitian menunjukkan bahwa kelayakan perangkat pembelajaran memperoleh rata-rata rating sebesar 87,75%, termasuk dalam kategori sangat layak. Keterlaksanaan pembelajaran menggunakan kooperatif tipe rotating trio exchange memperoleh prosentase keterlaksanaan sebesar 85%, termasuk dalam kategori sangat baik. Hasil belajar siswa menunjukkan nilai rata-rata 80,07 dengan t hitung sebesar dan 4,68, nilai t tabel 1,693 dan derajat kebebasan sebesar 5%, maka H0 diterima dan Ha ditolak. Kata Kunci : Hasil Belajar, Konstruksi Bangunan, Rotating Trio Exchange. Cooperative learning model of Rotating Trio Exchange type is a learning model which can help students to think creatively, to dare to express opinions, and to cooperate with other students to solve the problem. Students got opportunity to discuse with more many groups because students conduct rotation of group member. This research purpose to determine the feasibility of learning tools, learning process, and learning outcomes using cooperative learning model of Rotating Trio Exchange type. The research design used in this study was one-shot case study. The study was conducted in State Vocational High School 1 of Sidoarjo of Architecture major (TGB) during the odd semester in 2016/2017. The samples used are the students of X class in TGB 1 as 35 students. The research instrument used consists of the validation sheet of learning tools, the observation sheet of learning process, and the test of result study. Data analysis technique used was descriptive analysis which analyzes the feasibility of the tools, learning process, learning outcomes, and hypothesis test using t-test of left side. The results of the study shows that the eligibility of learning tools acquires an average rating of 87,75%, and it includes in the category of very decent. Learning process which uses cooperative type of trio exchange acquires process percentage of 85%, and it includes in the excellent category. Student learning outcomes shows that an average value of 80.07 with t calculation of 4.68, and the table of t value is 1,693, and the freedom degrees of 5%. Therefore, H0 is accepted and Ha is rejected. Keywords: Learning Outcomes, Building Construction, Rotating Trio Exchange.
PELAKSANAAN MODEL PEMBELAJARAN CROSSWORD PUZZLE PADA MATA PELAJARAN KONSTRUKSI BANGUNAN TERHADAP HASIL BELAJAR SISWA KELAS X TGB SMKN 3 SURABAYA MOCH ZULFIKRI
Jurnal Kajian Pendidikan Teknik Bangunan Vol. 2 No. 1 (2016)
Publisher : Jurnal Kajian Pendidikan Teknik Bangunan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jkptb.v2i1.18376

Abstract

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