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Jurnal Ilmu Pendidikan
Published by Universitas Negeri Malang
ISSN : 02159643     EISSN : 24428655     DOI : 10.17977
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Jurnal Ilmu Pendidikan (JIP) is an international peer-reviewed journal dedicated to advancing knowledge, theory, policy, and practice in science and education. The journal publishes high-quality empirical studies, systematic reviews, meta-analyses, conceptual papers, and innovative educational practices that contribute significantly to the transformation of education at local, national, and global levels.
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Articles 811 Documents
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Analisis Kesalahan Konsep dan Struktur Pengetahuan Mahasiswa serta Perbaikannya Menggunakan Wawancara Berbasis Konflik Kognitif pada Topik Ikatan Kimia Subandi Subandi; Aman Santoso; Yuski Sudana
Jurnal Ilmu Pendidikan Vol. 24 No. 1 (2018)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v24i12018p38-46

Abstract

Abstract: Analysis of Students’ Misconceptions and Knowledge Structure and Their Improve­ments Using Cognitive Conflict-Based Interview on Chemical Bond Topic. The aims of this mixed-method study are to investigate (1) the types of students’ misconceptions in chemical bonding topics, measured using a two-tier diagnostic test as well as a concept-map test, (2) the students’ knowledge structures, and (3) the effectiveness of cognitive-conflict based interviews to remedy students’ miscon­ceptions and to improve the level of students’ knowledge structures. This study involved the first-semester students majoring in chemistry. The results show that (1) there are 10 types of students’ mis­conceptions in chemical bonding topics, with the conformity level of misconception identification of 50.94% (moderate) between the concept-map test and the two-tier diagnostic test is (2) most of the stu­dents (66.67%) have a low level of knowledge structures, and (3) cognitive-conflict based interviews are found to be effective in dealing with students’ misconceptions and in improving their knowledge structures. Abstrak: Analisis Kesalahan Konsep dan Struktur Pengetahuan Mahasiswa Serta Perbaikannya Menggunakan Wawancara Berbasis Konflik Kognitif pada Topik Ikatan Kimia. Tujuan pene­litian ini adalah untuk mengetahui 1) jenis-jenis kesalahan konsep mahasiswa pada topik ikatan kimia, baik yang diidentifikasi menggunakan tes two tier, maupun yang menggunakan tes peta konsep (2) struktur pengetahuan mahasiswa, dan (3) keefektifan wawancara berbasis konflik kognitif dalam mem­perbaiki kesalahan konsep dan struktur pengetahuan mahasiswa. Penelitian ini merupakan penelitian campuran (mixed-methods) dengan subject penelitian adalah mahasiswa semester 1 jurusan kimia yang telah memperoleh materi ikatan kimia. Hasil penelitian menunjukkan bahwa (1) terdapat 10 jenis kesalahan konsep mahasiswa pada topik ikatan kimia, tingkat kesesuaian identifikasi kesalahan konsep menggunakan tes peta konsep dengan tes diagnostik two-tier rata-rata sebesar 50,94% (sedang), (2) se­bagian besar mahasiswa (66,67%) memiliki struktur pengetahuan yang rendah dan dan (3) wawancara berbasis konflik kognitif efektif dalam memperbaiki kesalahan konsep dan struktur pengetahuan maha­siswa.
Attitudes Toward Extensive Reading Among English Teachers Of Senior High Schools Ima Dwi Lailatul Firda; Utami Widiati; Ekaning Dewanti Laksmi; Nur Hayati
Jurnal Ilmu Pendidikan Vol. 24 No. 1 (2018)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v24i12018p1-9

Abstract

Attitudes Toward Extensive Reading Among English Teachers of Senior High Schools. This survey aims to investigate the attitudes of 32 English teachers of public senior high schools in a district in East Java Province, Indonesia, toward Extensive Reading (ER) as one of the ways of improv­ing reading habit, covering the teachers’ cognitive, behavioral, and affective attitudes. Questionnaires in the form of closed-ended and open-ended questions were used as the main instrument to collect the da­ta, complemented with interviews with sampled teachers to gain more in-depth understanding of the phenomena under study. The results show that cognitively, most English teachers have positive cogni­tive attitudes, which implies good understanding of ER. The teachers’ affective attitudes also reflect their eagerness to know more about implementing ER and to find ways of solving potential problems. However, in terms of behavioral attitudes, the data show that the teachers are still in doubt to conduct ER program due to several problems, such as time allotment, reading resources, students’ motivation, curriculum and school programs, learning assessment, and school rules. The findings imply the need for policy makers at school and government’s educational agencies, as well as experts in the field to help support the teachers in setting up ER program at schools by addressing the issues that teachers are con­cerned with. Sikap Guru Bahasa Inggris Sekolah Menengah Atas Terhadap Membaca Ekstensif. Studi survei ini bertujuan untuk menyelidiki sikap (kognitif, konatif, dan afektif) dari 32 guru bahasa Inggris Sekolah Menengah Atas di salah satu kota di Provinsi Jawa Timur, Indonesia, terhadap mem­baca ekstensif sebagai salah satu cara untuk meningkatkan kebiasaan membaca. Kuesioner dalam bentuk pertanyaan tertutup dan terbuka digunakan sebagai instrumen utama untuk mengumpulkan data, serta dilengkapi dengan wawancara dengan guru sampel untuk mendapatkan pemahaman mendalam tentang fenomena yang diteliti. Hasil penelitian menunjukkan bahwa secara kognitif, sebagian besar guru bahasa Inggris memiliki sikap kognitif positif, yang menyiratkan pemahaman yang baik tentang membaca eks­tensif. Sikap afektif guru juga mencerminkan keinginan mereka untuk mengetahui lebih banyak tentang penerapan membaca ekstensif dan untuk menemukan cara memecahkan masalah potensial. Namun, da­lam hal sikap konatif, data menunjukkan bahwa guru masih ragu untuk melakukan program membaca ekstensif karena beberapa masalah, seperti alokasi waktu, sumber bacaan, motivasi siswa, kurikulum dan program sekolah, penilaian pembelajaran, dan peraturan sekolah. Hasil-hasil ini menyiratkan per­lunya pembuat kebijakan di sekolah dan lembaga pendidikan pemerintah, serta para ahli di lapangan untuk membantu mendukung para guru dalam menyiapkan program membaca ekstensif di sekolah-sekolah dengan menangani isu-isu yang berkaitan dengan guru.
Implementasi Board Games dan Pengaruhnya terhadap Hasil Belajar Bahasa Inggris Ni Made Ratminingsih
Jurnal Ilmu Pendidikan Vol. 24 No. 1 (2018)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v24i12018p19-28

Abstract

Implementation of Board Games and its Effect on Students’ English Learning Achievement.This study is an experimental research which aims at investigating the effect of board games on students’ English learning achievement. The population of this research was all elementary schools in 9 districts of Buleleng Regency determined by intact group random sampling taken using lot­tery. There were 12 experimental groups and 12 control groups which consisted of 681 students of grade 4, 5 and 6 representing 4 areas of eastern, western, northern, and sourthern Buleleng Regency. The experimental groups were taught with board games, while the control groups were taught without board games. The data were analyzed non-parametrically using Kruskal Wallis and Mann-Whitney. The results prove that board games have an effect on the students’ English learning achievement. Implementasi Board Games dan pengaruhnya terhadap Hasil Belajar Bahasa Inggris. Penelitian ini merupakan penelitian eksperimental yang menginvestigasi pengaruh board games ter­hadap hasil belajar bahasa Inggris siswa. Populasi penelitian adalah sekolah dasar di 9 kecamatan di Kabupaten Buleleng, yang ditentukan dengan menggunakan intact group random sampling berdasar­kan lotere. Terdapat 12 kelompok eksperimental dan 12 kelompok kontrol yang berjumlah 681 siswa kelas 4, 5, dan 6 yang mewakili 4 area Kabupaten Buleleng Timur, Barat, Utara dan Selatan. Kelompok eksperimental mendapatkan tindakan, yaitu diajar dengan menggunakan board games, sedangkan ke­lompok kontrol diajar dengan tanpa menggunakan board games. Data dianalisis secara non parametrik dengan menggunakan analisis Kruskal Wallis dan Mann-Whitney. Hasil penelitian membuktikan bahwa board games berpengaruh terhadap peningkatan hasil belajar Bahasa Inggris siswa.
Upaya Mewujudkan Mutu Pendidikan melalui Partisipasi Orangtua Siswa Raden Bambang Sumarsono
Jurnal Ilmu Pendidikan Vol. 24 No. 2 (2018)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v24i22018p63-74

Abstract

Penelitian ini bertujuan untuk mengetahui (1) ragam bentuk partisipasi orangtua dalam meningkatkan mutu pen­didikan, (2) strategi sekolah dalam memberdayaan orangtua untuk berpartisipasi dalam meningkatkan mutu pendidikan, dan (3) indikator pencapaian mutu pendidikan yang merupakan kontribusi dari partisipasi orangtua. Metode penelitian ini adalah kualitatif, pendekatan fenomenologis, dengan rancangan studi multi kasus pada dua sekolah dasar negeri dan swasta. Pengumpulan data dilakukan dengan menggunakan teknik wawancara mendalam, observasi peran serta, dan studi dokumentasi. Teknik analisis data dengan model alir dan comparative constant. Ada tiga rumusan hasil penelitian, yaitu: (1) partisipasi orangtua dalam meningkatkan mutu pendidikan berbentuk fisik dan non-fisik; (2) strategi sekolah dalam memberdayakan orangtua untuk berpartisipasi dalam meningkatkan mutu pen­didikan melalui pembuatan program yang menarik dan bermanfaat bagi orangtua, menciptakan iklim yang kondusif, pelibatan orangtua dari perencanaan sampai pada evaluasi program sekolah, penerapan prinsip transparan dan akutabilitas, berikutnya melalui intensitas jalinan komunikasi melalui berbagai media komunikasi; dan (3) indikator pencapaian mutu pendidikan yang merupakan kontribusi dari partisipasi orangtua meliput icapaian prestasi non-akademik melalui kegiatan ekstrakurikuler, proses pembelajaran, dan kondisi sekolah.
Self-Efficacy Matematika dan Self-Efficacy Mengajar Matematika Guru Matematika Pardimin Pardimin
Jurnal Ilmu Pendidikan Vol. 24 No. 1 (2018)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v24i12018p29-37

Abstract

Self Efficacy in Mathematics and in Mathematics Teaching among Junior High-school Teachers. This study investigates teachers’ self efficacy in mathematics and in mathematics teaching, involving 38 junior high school mathematics teachers in the city of Yogyakarta, Indonesia. The research instrument to measure self efficacy in mathematics consists of 18 questions with a reliability coefficient of .86, whereas the one to measure mathematics-teaching self efficacy consists of 18 statements with a reliability coefficient of .826. Both instruments were adapted from the Mathematics Teaching and Mathematics Self-Efficacy Scale (MTMSE) developed by Kahle (2008). The results show that mathe­matics self efficacy and teaching mathematics self efficacy of the junior high school mathematics teach­ers in the city of Yogyakarta are high, with a correlation coefficient of .477. The mathematics self-efficacy instrument consists of three parts, namely arithmetics, algebra, and geometrics, and arithmetic self-efficacy is found to be positively correlated with teaching mathematics self-efficacy with a multiple correlation coefficient of 0,605. Self-Efficacy Matematika dan Self-Efficacy Mengajar Matematika Guru Matematika SMP Kota Yogyakarta. Self-efficacy matematika adalah konsep diri terkait kepercayaan individu pada kemampuannya untuk melakukan atau menyelesaikan suatu tugas atau masalah matematika. Self-efficacy mengajar matematika merupakan keyakinan seorang guru terhadap kemampuannya untuk mengatur dan melaksanakan tindakan pembelajaran matematika demi mencapai suatu tujuan serta yakin mampu untuk menghadapi segala tantangan dan mampu memprediksi seberapa besar usaha yang dibu­tuhkan untuk mencapai tujuan yang tepat dalam pembelajaran matematika. Penelitian tentang self-efficacy matematika self-efficacy mengajar matematika telah dilakukan ter­hadap 38 guru matematika SMP di kota Yogyakarta. Instrumen penelitian terdiri dari dua bagian. Pertama adalah instrumen self-efficacy matematika yang terdiri dari 18 petanyaan dengan koefisien reliabilitas sebesar 0,860. Kedua adalah instrumen self-efficacy mengajar matematika yang terdiri dari 18 pernyataan dengan koefisien reliabilitas sebesar 0,826. Kedua intrumen tersebut diadaptasi dari Mathematics Teaching and Mathe­matics Self-Efficacy Scale (MTMSE) yang dikembangkan oleh Kahle (2008). Hasil penelitian menunjuk­kan bahwa self-efficacy matematika dan self-efficacy mengajar matematika guru SMP di kota Yogya­karta termasuk tinggi dengan koefisien korelasi antara keduanya sebesar 0,477. Instrumen self-efficacy matematika terdiri dari tiga bagian yaitu aritmatika, aljabar, dan geometrika. Hanya self-efficacy arit­matika yang berkorelasi positif dengan self-efficacy mengajar matematika dengan koefisien korelasi ganda sebesar 0,605.
Developing Learning Materials Based on Training Within Industry (TWI) to Improve The Building Construction Student’s Learning Outcomes Sugiyanto Sugiyanto; Made Wena; Isnandar Isnandar
Jurnal Ilmu Pendidikan Vol. 24 No. 2 (2018)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v24i22018p80-85

Abstract

This second study aims to test significances differences between (1) using teaching materials with TWI method and the conventional method; (2) the high achievement motivation students and the low achievement motivation students; and (3) learning structures (TWI method and conventional method) and the high achievement motivation and the low achievement motivation toward the students’ learning outcomes. This study is an experimental research for students who take the Bricklaying and Concrete Practice lesson in an academic year. The hypothesis test uses two-way variance analysis (ANAVA) to find out the differences in the mean between cells (A and B). The results showed that there were significant differences in the students’ learning outcome be­tween (1) the TWI teaching materials and conventional method; (2) the students who have the high achievement motivation and the students who have the low achievement motivation. Furthermore, there were significant interactions between factor of giving the vocational work practices and motivation to­ward the students’ learning outcomes.
Sifat-sifat Cahaya dalam Discovery Learning untuk Meningkatkan Keterampilan Proses Sains Silva Nadhifatul A’yun; Bambang Subali
Jurnal Ilmu Pendidikan Vol. 24 No. 2 (2018)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v24i22018p75-79

Abstract

Abstrak: Sifat-sifat Cahaya dalam Discovery Learning untuk Meningkatkan Keterampilan Proses Sains. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar IPA materi sifat-sifat cahaya antara kelas eksperimen dan kelas kontrol, dengan melibatkan peningkatan keterampilan proses sains siswa kelas V SD Negeri Tambakroto. Jenis penelitian ini adalah penelitian eksperimen semu (quasy exsperimental design) dan desain penelitian menggunakan control group pretest and posttest. Instrumen yang digunakan berupa soal tes untuk pemahaman kognitif dan lembar observasi untuk keterampilan proses sains. Hasil penelitian menunjukkan rata-rata hasil belajar kelas eksperimen adalah 79,14 se­dangkan kelas kontrol hanya mencapai 66,54 yang dianalisis menggunakan uji-t dengan perolehan thitung = 3,026 > ttabel = 2,007. Hal ini menunjukkan bahwa terdapat perbedaan hasil belajar antara kelas ekspe­rimen dengan kelas kontrol. Adapun hasil observasi keterampilan proses sains pada kelas eksperimen di­peroleh presentase rata-rata pra tindakan yaitu 50% dan pada saat tindakan sebesar 78,33% mengalami peningkatan sebesar (< g = 0,56 >) dalam kategori sedang. Jadi dapat disimpulkan bahwa model dis­covery learning dapat meningkatkan keterampilan proses sains.
The Improvement of Basic Measurement Skills Through Pair Check Type Cooperative Learning Models.  Windra Irdianto; Eko Edi Poerwanto; M. Ihwanudin
Jurnal Ilmu Pendidikan Vol. 24 No. 2 (2018)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v24i22018p86-89

Abstract

Pair check cooperative learning is a learning model of a small group of two students who are responsible for completing academic assignments with peer guidance. This study aims to ex­plore the effect of cooperative learning pair check models on automotive measurement subject matter. Thirty-two students were divided into two groups. One group consisting of 17 students is an experi­mental class, while the other group consisting of 15 students is a control class. Research data is a score of students' skills in reading the results of automotive measurements. Research data was obtained at the final evaluation of learning using a questionnaire. The results showed that the average score of the ex­perimental class was 78.35, while the average score of the control class was 57.73. The difference in the average score of the two groups was tested using t test statistics for independent groups. The results showed that the average score of the experimental group was significantly higher than that of the con­trol group. This shows that cooperative learning type pair check can improve students' skills in reading the results of automotive measurements.
Pengaruh Strategi Pembelajaran Kooperatif JIGSAW dan Keterampilan Sosial terhadap Hasil Belajar IPS Moh. Sutomo
Jurnal Ilmu Pendidikan Vol. 23 No. 1 (2017)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v23i12017p11-18

Abstract

The Effect of Cooperative Learning Strategy of Jigsaw Type and Social Skills on Learning Outcomes in Social Science. This study aimed to examine the effect of learning strategies and social skills on the learning outcomes of understanding and analyzing social-science materials. The subjects of this research were 111 students of SMPN Lumajang, East Java. This experimental research used the 2 x 2 factorial design with the non-equivalent control group. Questionnaires and the document of learning outcomes were used to collect the data in terms of the students’ ability in understanding and analyzing materilas. The data were then analyzed by using Manova test with the SPSS20.0 for Win- dows. The results of this research showed that there is a difference in learning outcomes between the group of students taught by using jigsaw as the learning strategy and those taught by using the tradi- tional strategy; there is no difference in the acquisition of learning outcomes between the group of stu- dents having high social skills and those having low ones; and there was an interaction effect between the learning strategy and the social skills and the learning outcomes of the students. Pengaruh Strategi Pembelajaran Kooperatif Jigsaw Dan Keterampilan Sosial Terha- dap Hasil Belajar Ips. Penelitian ini menguji perbedaan pengaruh strategi pembelajaran dan keteram- pilan sosial terhadap kemampuan memahami dan menganalisis materi IPS. Sampel berjumlah 111 siswa SMPN di kabupaten Lumajang. Penelitian ini adalah penelitian eksperimen dengan rancangan nonequivalent controll group design. Data dianalisis dengan menggunakan uji Manova dengan berban- tuan SPSS 20.0 For Windows. Hasil penelitian ini menunjukkan bahwa ada perbedaan yang signifikan hasil belajar antara kelompok siswa yang dibelajarkan dengan strategi pembelajaran jigsaw dengan kelompok siswa yang dibelajarkan dengan strategi pembelajaran tradisional. Tidak ada perbedaan yang signifikan hasil belajar antara kelompok siswa yang memiliki keterampilan sosial tinggi dengan kelompok sosial rendah. Dan ada pengaruh interaksi antara strategi pembelajaran dan keterampilan sosial ter- hadap hasil belajar siswa.
Pembelajaran Berbasis Proyek dalam Menanamkan Karakter Kewirausahaan, Keterampilan Proses Sains, dan Keterampilan Berpikir Tingkat Tinggi Mahasiswa Wiwi Wikanta; Yuni Gayatri
Jurnal Ilmu Pendidikan Vol. 23 No. 2 (2017)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v23i22017p171-175

Abstract

Project-based Learning in Instilling Entrepreneurial Character Traits, Science Process Skills, and High Order Thinking Skills. This research was aimed to look at the effectiveness of the application of project-based learning in instilling entrepreneurial character traits, science process skills, and high-order thinking skills in biology education students of the Faculty of Teacher Training and Ed- ucation UM Surabaya. The research was done by using pre-experimental design of oneshot case study on biochemistry lecture of food and nutrition in the 2nd semester of 2016/2017. The data collected through observations and test were analyzed descriptively. The results show: (1) entrepreneurial charac- ter traints reached the score of 3.12 (initial development), (2) science process skill 3.00 (good), and (3) high-order thinking skills 66.24 (more than sufficient). It can be concluded that the application of pro- ject-based learning is effective in instilling entrepreneurial character traits, science process skills, and high-order thinking skills of the students.

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