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Jurnal Ilmu Pendidikan
Published by Universitas Negeri Malang
ISSN : 02159643     EISSN : 24428655     DOI : 10.17977
Core Subject :
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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Pembelajaran yang Mendidik: Artikulasi Konseptual, Terapan Kontekstual, dan Verifikasi Empirik Tjokorde Raka Joni
Jurnal Ilmu Pendidikan Vol. 12 No. 2 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v12i22005p1-37

Abstract

The dismal academic performance of the great majority of Indonesian primary and secondary school students has been everyones concern. Two reasons are usually presented to explain the phenomenon and these are teacher welfare that is closely related to teacher competence as well sharp disparity of deployment at the primay level that is also coupled with mismatch assignment at the secondary level. Obviously this observation on the two detrimental conditions are valid, and thefore needs to be expeditiously addressed. However, there has been another crucial factor which could not be rectified only through managerial measures. This crucial reason is the pervasive belief that views instruction as mere content transmision. Therefore, in order to strive for quality student performance, we have to dismantle this petrified view inadvertently sowed through PPSI that employed pre-test post-test scheme for each class session, thereby reducing student achievement to mere memorization of facts. In other words, this infertile view of instruction should be replaced with one that views the endeavor as instruction that educates.
Pendekatan Pembelajaran Pengetahuan Sosial dalam Kurikulum Berbasis Kompetensi Mochamad Enoh
Jurnal Ilmu Pendidikan Vol. 12 No. 1 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v12i12005p%p

Abstract

In the structure of the competency-based curriculum for junior secondary school (SMP/MTs), Social Science is offerred to grade VII, VIII, and IX, covering Economics, Geography, and History. This indicates that an interdisciplinary approach needs to be implemented. In the 1994 curriculum, social science was taught by a team of teachers, with each still focusing on their own specialization. In contrast, in the competency-based curriculum, social science should be really team taught, with a group of teachers teaching together. Therefore, to make the teaching and learning process run well, it is suggested that social science teachers be trained prior to the implementation of the competency-based curriculum in their classroom. The old approach is incompatible with the social science concept. In order to make the competence-based curriculum run well, especially in the social science course, it is necessary to organize trainings for the social science teachers.
Evaluasi dan Pengembangan Proses Belajar-mengajar di Perguruan Tinggi Iwan Jazadi
Jurnal Ilmu Pendidikan Vol. 12 No. 1 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v12i12005p01-17

Abstract

This article argues that ensuring university graduates that are qualified and professional is imperative. However, since surface approaches to learning seem to still dominate the teaching and learning process in Indonesian higher education, students degree of qualification and professionalism upon graduation, is likely to be superficial and very limited to familiar areas of aplication, and thus it is hard to be transformed for new challenges. For this reason, future development of the teaching and learning process should foster deep approaches to learning. This can take place if the curriculum is learner-centered and competency-based in its true sense. At the end of the paper, some examples of creative teaching and learning processes that might foster deep learning are presented.
Antara Realistic Mathematics Education (RME) dengan Matematika Modern (New Math) Darhim Darhim; Hamzah Hamzah
Jurnal Ilmu Pendidikan Vol. 12 No. 1 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v12i12005p%p

Abstract

The effectiveness of new mathematics, which has been implemented in Indonesia for 29 years, in increasing student achievement is still in question. Starting from two or three years ago, Indonesia has tried out a new kind of approach in teaching mathematics, the so called Realistic Mathematics Education (RME). This article portrays the similarities and differences between these two approaches, discussing the strengths and weaknesses of each approach.
How Australian and Indonesian Universities Treat Plagiarism: A Comparative Study Bambang Yudi Cahyono
Jurnal Ilmu Pendidikan Vol. 12 No. 3 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v12i32005p%p

Abstract

This article is a part of a larger study comparing various aspects of policies on plagiarism in two university contexts. It compares policies on plagiarism in universities in Australia and Indonesia. The results of this comparative study showed that Australian and Indonesian universities treat plagiarism differently. Australian universities treat plagiarism explicitly in their university policies. In Australian universities, plagiarism is defined clearly and forms of plagiarism are explained thoroughly, policies on plagiarism are informed to all university academic members, and there are mechanisms to manage cases related to plagiarism. In contrast, not all Indonesian universities treat plagiarism directly. Some universities depend on religious morality and academic ethics in dealing with plagiarism. Accordingly, this article recommends the explicit treatment of plagiarism in Indonesian universities.
Change Management A Tricky' Task in University Context: An Experience of a Mid-size Private University in Indonesia Abraham Simatupang; ed Veda R. Sitepu
Jurnal Ilmu Pendidikan Vol. 12 No. 3 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v12i32005p%p

Abstract

Due to the rapid change of social, political and economic aspects in the national, regional and global context, universities must emphasize more the quality and the ability to adapt to the change. This paper discusses how UKI was imposed to the change through the process of developing and implementing of strategic planning and the changes that were instigated directly or indirectly. The dialogues among the faculty members apparently give a mutual benefit for all stakeholders to have a shared-vision and shared-mission.
Beberapa Bentuk Perilaku Underachievement dari Perspektif Teori Self Regulated Learning Sunawan Sunawan
Jurnal Ilmu Pendidikan Vol. 12 No. 2 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v12i22005p%p

Abstract

Underachievement is generally caused by factors related to students behaviors which do not support their learning. This article discusses some behaviors leading to underachievement, namely amotivation, learned helplessness, self handicapping, and defensive pessimism. It is suggested that special educational activities be developed to overcome such behaviors.
Kesalahan Sintaksis dalam Tulisan Pembelajaran Bahasa Inggris dan Upaya Perbaikannya melalui Teknik Menulis Kolaboratif Didi Sukyadi
Jurnal Ilmu Pendidikan Vol. 12 No. 2 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v12i22005p%p

Abstract

This study aims to examine whether the variables of syntactic knowledge, analytic skill, and paraphrasing skill contribute to the syntactical errors found in students composition. Ex-post-facto and experimental designs were employed, involving 70 students of Indonesia University of Education. The results suggest that the students syntactical errors were caused by lack of proofreading or reviewing activities rather than the variables mentioned above. Collaborative writing technigues were then offered to minimize the errors, which was found to be effective.
Improving The Second Year Students Ability in Writing Narrative Paragraphs by Using Pictures Series Kalsum Mochtar
Jurnal Ilmu Pendidikan Vol. 12 No. 3 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v12i32005p228-246

Abstract

This collaborative classroom action research was directed to obtain information about how the second grade students ability in writing a narrative paragraph improved by using picture series. Specifically, it was intended to develop the strategy of using picture series to improve the students ability in writing narrative paragraphs. The result shows that the appropriate model of using picture series in the teaching of writing narrative paragraphs contains some procedures and has some strengths in improving the students ability in writing narrative paragraphs. The improvements resulted from the use of series of pictures in the form of cartoon and series of questions related to the pictures.
Iklim Belajar Demokratis dalam Penerapan Manajemen Berbasis Sekolah di Sekolah Dasar Jumiyati Jumiyati
Jurnal Ilmu Pendidikan Vol. 12 No. 2 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v12i22005p%p

Abstract

The purpose of this survey was to describe the democratic atmosphere of classrooms of the schools applying school-based management. Questionnaires were distributed to 116 teachers and 1511 students of 16 primary schools. The results show that (1) the democratic climate was of moderate level, (2) more variation of democratic climate was found at the student level than at the school level, (3) factors influencing such a climate were students gender, parents level of education, family learning support, teachers gender, teachers level of education and teaching experience, and (4) schools applying school-based management outperformed compared to those not applying it.

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