Dinamika Pendidikan
Dinamika Pendidikan (p-ISSN 1907-3720, e-ISSN 2502-5074) is a scientific periodical published by the Department of Economics Education, Faculty of Economics, Universitas Negeri Semarang collaborate with Asosiasi Profesi Pendidik Ekonomi Indonesia (ASPROPENDO), Asosiasi Profesi Pendidikan Akuntansi Indonesia (APRODIKSI), Asosiasi Sarjana dan Praktisi Administrasi Perkantoran Indonesia (ASPAPI) with the aim to promote creativity scholarly or academic lecturers from various institutions in general and the community UNNES internal academic specifically. The article published scientific literature contains research results, conceptually as well as reviews of books in the field of economic education, accounting education, and educational administration offices.
First published in 2006, published in a year, June and December. Dinamika Pendidikan has become a CrossRef member with DOI prefix: 10.15294. Therefore, all articles published by the journal have unique DOI number.
The journal has been also accredited for five years based on The Decree of Directorate General of Research and Development Strengthening, Ministry of Research, Technology and Higher Education of the Republic of Indonesia No. 48a/E/KPT/2017, dated on October 30th, 2017.
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<![CDATA[EFEKTIVITAS PENGGUNAAN METODE THINK PAIR SHARE DALAM PEMBELAJARAN EKONOMI POKOK BAHASAN PEMBENTUKAN HARGA PASAR DI SMP ]]>
<![CDATA[Widodo, Joko]]>
<![CDATA[ Dinamika Pendidikan Vol 2, No 1 (2007): June 2007 ]]>
Publisher : <![CDATA[Fakultas Ekonomi, Universitas Negeri Semarang ]]>
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DOI: 10.15294/dp.v2i1.461
<![CDATA[The result of teaching-learning by using Think Pair Share method can improve the students’ activities. It can be seen from the steps to apply the Think Pair Share method that focused on student-centre. Think pair share learning has a simple structure, as a basic of the development ‘cooperative class’ which can help the learning process actively for students, thus it can improve the students’ study result. Students actively can show their ability to discuss and share and express the answer of questions in front of the class. Teachers in teaching- learning process by using think pair share method acted as mediator, facilitator and motivator. It is different with conventional teaching-learning process which focused on teacher-center. Students were passive in teaching-learning process. Students tended to be bored if the teacher was lack to give motivation for students to pay attention to the teacher. Thus, the using of think pair share would be more effective if we see on how the students interaction in learning process. Teacher can vary think pair share with conventional method or other method to improve the students’ activities in learning process, therefore the students’ result study will be increased.  Keywords: Think-pair-share, the increase of result study.]]>
<![CDATA[FAKTOR–FAKTOR YANG MEMPENGARUHI KESULITAN BELAJAR AKUNTANSI ]]>
<![CDATA[Khafid, Muhammad]]>
<![CDATA[ Dinamika Pendidikan Vol 2, No 1 (2007): June 2007 ]]>
Publisher : <![CDATA[Fakultas Ekonomi, Universitas Negeri Semarang ]]>
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DOI: 10.15294/dp.v2i1.456
<![CDATA[The objective of this study is to know the factors that influence difficulty in learning accounting. The population were all XII IPS students, MA Al-Asror Gunungpati, Semarang. The sum were 83 students, therefore the population would be the sample of the study. Variables of the study consist of internal factors (X1) included health condition, interest, motivation and learning habit, and external factors (X2) included school, family, and society factors as the independent variables and difficulty in learning accounting (Y) as the dependent variable. Data was taken by questionnaire and analyzed by percentage descriptive and regression analysis. Result of the study showed that internal and external factors can influence the difficulty in learning accounting for XII IPS students MA Al-Asror Gunungpati Semarang. Based on the conclusion above, it is suggested that teachers attempt to improve interest and motivation and also to change the learning strategies as suggested in curriculum such as Contextual Learning and Teaching, Jigsaw Method, Thing Pair Share and Student Teaching Active Discussion that appropriate to the characteristics of Accounting subject that emphasizing Students-Center Learning. Keywords : difficulty factors in learning accounting]]>
<![CDATA[PATH ANALYSIS SEBAGAI SALAH SATU SARANA STATISTIK DALAM PENELITIAN DAN PENGAMBILAN KEPUTUSAN ]]>
<![CDATA[Sapariyah, -]]>
<![CDATA[ Dinamika Pendidikan Vol 2, No 1 (2007): June 2007 ]]>
Publisher : <![CDATA[Fakultas Ekonomi, Universitas Negeri Semarang ]]>
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DOI: 10.15294/dp.v2i1.462
<![CDATA[Each good decision making is the result of valid data analysis process and the appropriate analysis model. One of data analysis models that often used in research and decision making is path analysis model. This path analysis has an objective to explain either direct effect or indirect effect, or total effect from a set of cause variables toward effect variables. Mathematically and statistically, path analysis follows structural function model; to describe the structure of causal relationship between cause variables and effect variables. By using path analysis, for researchers or decision makers can know direct effect, indirect effect and total effect from independent variables toward dependent variables. Besides, path analysis model can decrease the effect of multicolinearity, thus the coefficient value of path analysis partially was better and can solve the real problems from each independent variables toward dependent variables. It means, if the value of path analysis model was not absurd. Thus, the way of decision making by using this model has a very small risk, so the decision will be more accurate.Keywords: Path analysis, direct effect, indirect effect, total effect.]]>
<![CDATA[EFEKTIFITAS PENGGUNAAN MEDIA PETA KONSEP UNTUK MENINGKATKAN PRESTASI BELAJAR AKUNTANSI ]]>
<![CDATA[Wahyudin, Agus]]>;
<![CDATA[Fithrona, Arina]]>
<![CDATA[ Dinamika Pendidikan Vol 2, No 1 (2007): June 2007 ]]>
Publisher : <![CDATA[Fakultas Ekonomi, Universitas Negeri Semarang ]]>
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DOI: 10.15294/dp.v2i1.458
<![CDATA[the objective of this study is to know the effectiveness of using concept map media to improve the success of learning accounting with the sub-topic is Classification of Account for XI students 1st semester in SMA Negeri 3 Pekalongan year 2005/2006. Population of the research was all XI students semester 1 SMA Negeri 3 Pekalongan year 2005/2006 with the numbers were 232 students divided into 6 classes. Sample was determined by simple random sampling technique, thus getting 2 classes as the samples, Class XI IPS 1 consisted of 39 students as the controlled class and class XI IPS 2 consisted of 37 students as the experimental class. Data was collected by documentation and experimental technique. And the instrument of collecting data was test. In this research, there are 2 data analysis. Those are pre data analysis to equalize the controlled and experimental groups by using normality test, equality test two variance and equality test two average, and the post step analysis to test hypothesis by t-test one right side. The result of t-test showed that the average of learning achievement of experimental group was better than controlled group. It can be concluded that the using of concept map as learning media sub-topic on classification account is more effective than the group without concept map media. From the result of study above, it is suggested that teachers and students can try to use concept map media in the process of accounting learning. Key words: Effectiveness, concept map media and achievement]]>
<![CDATA[PENGGUNAAN MEDIA AUDIO DALAM PEMBELAJARAN STENOGRAFI ]]>
<![CDATA[Martono, S]]>
<![CDATA[ Dinamika Pendidikan Vol 2, No 1 (2007): June 2007 ]]>
Publisher : <![CDATA[Fakultas Ekonomi, Universitas Negeri Semarang ]]>
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DOI: 10.15294/dp.v2i1.463
<![CDATA[The objective this study is to know the effectivenes of using audio media in stenografi typing learning. The population of this research was 30 students that divided into two groups; experimental and controlled group consisted of 15 students. Based on the first score in stenografi subject that the two groups have the same abillity but they were given different treatment. For experimental group, they got a treatment of audio media whereas the controlled group didn’t use audio media. The technique of collecting data were documentation technique and experimental tecnique. The instrument was stenografi speed typing. The final result showed that the using of audio media was more effective and can improve the study result better than controlled group. This result was expected to give significance for the stenografi teachers to apply audio media in learning and input for the students that stenografi was not a memorizing subject but it was a skill subject that must be trained by joining the lesson. Thus, people can use stenografi typing to record each talk. Keywords: Learning, Audio Media, Stenografi]]>
<![CDATA[PENINGKATAN KUALITAS PROSES DAN HASIL BELAJAR MATA KULIAH TEORI AKUNTANSI MELALUI PENDEKATAN DISCOVEY LEARNING ]]>
<![CDATA[Yulianto, Agus]]>
<![CDATA[ Dinamika Pendidikan Vol 2, No 1 (2007): June 2007 ]]>
Publisher : <![CDATA[Fakultas Ekonomi, Universitas Negeri Semarang ]]>
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DOI: 10.15294/dp.v2i1.459
<![CDATA[Hakekat belajar yang sesungguhnya adalah belajar yang tidak hanya sekedar mendengarkan dosen mengajar, tapi mahasiswa harus mampu mengembangkan wacana pengetahuan yang diperoleh melalui proses pencarian berbagai sumber. Proses transfer belajar harus mampu membekali mahasiswa dengan pengetahuan yang secara fleksibel dapat diterapkan/ditransfer dari satu permasalahan ke satu permasalahan yang lain. Dalam pembeljaran menempatkan mahasiswa sebagai pembelajar dimana memberikan kesempatan kepada siswa mempelajari hal-hal yang baru dan dosen dengan strategi belajarnya memfasilitasi agar informasi baru bermakna. lingkungan belajar juga mempunyai posisi yang penting sehingga pengajaran harus berpusat pada bagaimana cara mahasiswa menggunakan pengetahuan baru mereka. Pendekatan pembelajaran yang berbasis discovery learning (DL), peran pendidik harus mampu menciptakan situasi, dimana mahasiswa dapat belajar sendiri daripada memberikan paket yang berisi informasi atau pelajaran, sehingga pengetahuan diperoleh melalui proses bukan produk. Keuntungan cara belajar ini yang diungkap oleh Martin (1975), ada dua hal penting yaitu; (1) menimbulkan keingin tahuan, memotivasi untuk menemukan jawaban, (2) menimbulkan kemandirian dengan menganalisis, memanipulasi informasi. Kata Kunci: discovery learning, kualitas proses dan hasil belajar]]>
<![CDATA[Meningkatkan Prestasi Pembelajaran Mata Kuliah Dasar-Dasar Pemasaran Global Melalui Metode Pembelajaran Koorperatif Tipe Jigsaw ]]>
<![CDATA[Wartini, Sri]]>;
<![CDATA[Pramusinto, Hengky]]>
<![CDATA[ Dinamika Pendidikan Vol 2, No 1 (2007): June 2007 ]]>
Publisher : <![CDATA[Fakultas Ekonomi, Universitas Negeri Semarang ]]>
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DOI: 10.15294/dp.v2i1.460
<![CDATA[Conceptual learning will be more qualified if it is supported by an appropriate and good learning method system. To improve the achievement of students’ study result, it needs the active students’ involvement who want to think critically toward the real condition in the field. This class action research has an objective to prove that cooperative method, jigsaw type can be implemented in the learning process on each subject whose conceptual type. The subject of this research was Management Department students, Regular Class, 5th semester with the sum was 67 students who got Basics of Management Subject. This research consisted of 3 cycles and found out that the increase of average for pre test and post test score in cycle 1 was 15%, cycle 2 was 20% and cycle 3 was 25%. Whereas the difference of  average increase among cycles were on cycle 1 to cycle 2 was 5%, cycle 2 to cycle 3 was 10%. The finding means there is an increase of achievement on each cycle was 5%. It is appropriate to the hypothesis. Thus, it proved that cooperative learning method , jigsaw type can be applied well to Global Marketing Subject and finally it can improve the students’ learning achievement. Keywords: cooperative method, jigsaw type]]>
<![CDATA[PELAKSANAAN REMIDIAL TEACHING UNTUK MENINGKATKAN HASIL DAN PEMBELAJARAN MAHASISWA ]]>
<![CDATA[Murwatiningsih, -]]>;
<![CDATA[Sukirman, -]]>
<![CDATA[ Dinamika Pendidikan Vol 2, No 1 (2007): June 2007 ]]>
Publisher : <![CDATA[Fakultas Ekonomi, Universitas Negeri Semarang ]]>
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DOI: 10.15294/dp.v2i1.457
<![CDATA[the objective of this study is to improve the students’ learning activities by remedial teaching that used skill for asking question and giving reinforcement. This is a class action research with 55 students of Economics Education year 2006/2007, Semarang State University as the subject of research. The result of observation cycle I showed that there were several points that blocked learning design. Those are in ineffectual time allotment, crowded class situation and completing assignment dominated by only certain students. Learning activities have improved well and the number of active students who were brave to give opinion has also increased. At the end of cycle I showed that the number of active students who could give opinion were 12 students (21.82%), students who submitted the assignment on time were 25 students (45.45%), the average of study result was 65.51 and the number of students who got score 71- 80 above were 30 students (54.54%). After remedial teaching, at the end of cycle II, the numbers of active students who asked and answered question and also gave opinion were 35 students (63.64%), students who submitted the assignment on time were 43 students (78.18%), the average score was 77.31 and the number of students who got score 71-80 above were 45 students (81.83%). Based on the result above, it can be concluded that the criteria of action success were (1) at least 60 % students were active to ask and answer questions or give opinions and (2) at least 70% students were on time to submit the assignment and (3) more than 60% students who got score 71-80 above was reached. Keywords : Remidial Teaching, learning result]]>
<![CDATA[Meningkatkan Prestasi Pembelajaran Mata Kuliah Dasar-Dasar Pemasaran Global Melalui Metode Pembelajaran Koorperatif Tipe Jigsaw ]]>
<![CDATA[ Dinamika Pendidikan Vol 2, No 1 (2007): June 2007 ]]>
Publisher : <![CDATA[Fakultas Ekonomi, Universitas Negeri Semarang ]]>
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DOI: 10.15294/dp.v2i1.460
<![CDATA[Conceptual learning will be more qualified if it is supported by an appropriate and good learning method system. To improve the achievement of students’ study result, it needs the active students’ involvement who want to think critically toward the real condition in the field. This class action research has an objective to prove that cooperative method, jigsaw type can be implemented in the learning process on each subject whose conceptual type. The subject of this research was Management Department students, Regular Class, 5th semester with the sum was 67 students who got Basics of Management Subject. This research consisted of 3 cycles and found out that the increase of average for pre test and post test score in cycle 1 was 15%, cycle 2 was 20% and cycle 3 was 25%. Whereas the difference of  average increase among cycles were on cycle 1 to cycle 2 was 5%, cycle 2 to cycle 3 was 10%. The finding means there is an increase of achievement on each cycle was 5%. It is appropriate to the hypothesis. Thus, it proved that cooperative learning method , jigsaw type can be applied well to Global Marketing Subject and finally it can improve the students’ learning achievement. Keywords: cooperative method, jigsaw type]]>
<![CDATA[PELAKSANAAN REMIDIAL TEACHING UNTUK MENINGKATKAN HASIL DAN PEMBELAJARAN MAHASISWA ]]>
<![CDATA[ Dinamika Pendidikan Vol 2, No 1 (2007): June 2007 ]]>
Publisher : <![CDATA[Fakultas Ekonomi, Universitas Negeri Semarang ]]>
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DOI: 10.15294/dp.v2i1.457
<![CDATA[the objective of this study is to improve the students’ learning activities by remedial teaching that used skill for asking question and giving reinforcement. This is a class action research with 55 students of Economics Education year 2006/2007, Semarang State University as the subject of research. The result of observation cycle I showed that there were several points that blocked learning design. Those are in ineffectual time allotment, crowded class situation and completing assignment dominated by only certain students. Learning activities have improved well and the number of active students who were brave to give opinion has also increased. At the end of cycle I showed that the number of active students who could give opinion were 12 students (21.82%), students who submitted the assignment on time were 25 students (45.45%), the average of study result was 65.51 and the number of students who got score 71- 80 above were 30 students (54.54%). After remedial teaching, at the end of cycle II, the numbers of active students who asked and answered question and also gave opinion were 35 students (63.64%), students who submitted the assignment on time were 43 students (78.18%), the average score was 77.31 and the number of students who got score 71-80 above were 45 students (81.83%). Based on the result above, it can be concluded that the criteria of action success were (1) at least 60 % students were active to ask and answer questions or give opinions and (2) at least 70% students were on time to submit the assignment and (3) more than 60% students who got score 71-80 above was reached. Keywords : Remidial Teaching, learning result]]>
