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Dinamika Pendidikan
Published by Universitas Negeri Semarang
ISSN : 19073720     EISSN : 25025074     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : -
Articles 779 Documents
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MINAT MAHASISWA UNTUK MENJADI ANGGOTA KOPERASI MAHASISWA Kusumantoro, Kusumantoro
Dinamika Pendidikan Vol 5, No 2 (2010): December 2010
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v5i2.4923

Abstract

Students Cooperation (Kopma) which was still difficult to improve the welfare of its members was one factor influencing the low interest of students to be the members of Kopma. The objective of this study was to know and understand the factors that affect the interest of cooperation economics education students to become the members of Kopma.The population of the study were the 2nd semester of Cooperation Economics Education students. The data used in this research was the primary data obtained from the respondents directly. The data collections were students' knowledge about Kopma, the benefits of Kopma and the Cooperation Subject. The data analysis was logit analysis with likelihood maximum method. The result of analysis using 5% significance level was that students’ knowledge about Kopma, the benefits of Kopma, and good understanding of Cooperative Subjects gave the positive effect to students' interest to be the members of Kopma in Semarang State University (Unnes) for Cooperation Economics Education students.
IMPLEMENTASI PEMBELAJARAN KOOPERATIF STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) DALAM UPAYA MENINGKATKAN HASIL BELAJAR SISWA PADA MATA DIKLAT PRODUKTIF KOMPETENSI MENGELOLA KARTU PIUTANG Kusmuriyanto, -; Burhan, -
Dinamika Pendidikan Vol 4, No 2 (2009): December 2009
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v4i2.355

Abstract

Beginning observation in vocational school Cut Nya’Dien show that result of study in accounting subject is low. The result of middle semester year 2006/2007 with completed study only 31% of 36 student. STAD Cooperative learning increase the result of study. Proved with the increation number of mean in each cycle are cycle I (59.23), cycle II (69.09), cycle III (81.23). Affective result of study, classical study completing reach 45.7% in cycle I, while in a cycle II reach 62.8%, and in cycle III reach 77.14%. So, in a cycle III the result of study in cognitive and affective of student increase. Cooperative learning model STAD could be as an alternative learning for the teacher in the way to increase the result of study. Be expected teacher facilitating book as a complementary in learning process to increase student knowledge, and motivate student to be active in learning process individually and group Key words : STAD cooperative learning, the result of study, managed account receivable.
Increasing Student’s Character Values by Utilizing Combination of Team Accelerated Instruction (TAI) and Numbered Heads Together (NHT) Nuryana, Ita; Widhiastuti, Ratieh; Murniawaty, Indri
Dinamika Pendidikan Vol 11, No 1 (2016): June 2016
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v11i1.8702

Abstract

This research aims to obtain empirical evidence of the effectiveness of combining Team Accelerated Instruction (TAI) and Numbered Heads Together (NHT) learning strategies in teaching Investments to improve students’ discipline, creativity, diligence, and participation. Population was students who enrolled in Intermediate Financial Accounting 2 course in Economics Education Department; Economics Faculty of Universitas Negeri Semarang The sample of the research consists of 48 students. Data were collected by using observations, interviews, and documentation. The stages of the research include planning, implementation, monitoring and evaluation, analysis, and reflection. Findings show that the combination of TAI and NHT does not improve students’ learning outcomes even thought it manages to increase students’ pre-test score in learning Investments as well as their participation in classroom.
STRATEGI CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN AKUNTANSI BIAYA Nurkhin, Ahmad
Dinamika Pendidikan Vol 9, No 2 (2014): December 2014
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v9i2.4889

Abstract

The problem of the study was how to improve the learning quality at bilingual class for Cost Accounting subject through Content and Language Integrated Learning (CLIL) strategy? It was an action research as a tool to test the effectiveness of CLIL learning strategy at bilingual classes for Cost Accounting subject. The classroom action research was implemented by two (2) cycles and done at bilingual classroom for Cost Accounting 2 subject. The data were collected from the pre-test and post-test which reflected students’ understanding on the materials presented. The indicator of the success was at least 75% students can achieve the complete learning outcome, i.e. 71. The data were collected by observation sheets to obtain the feedbacks from lecturers and students. The results showed that the lecturing implementation of Cost Accounting 2 with CLIL strategy was more qualified and varied technical lectures each meeting. The students’ methods and learning activities were hot seat game, role as a teacher, discuss in pairs, and peer tutoring learning. Furthermore; there were other learning activities such as making a note, preparing resumes formula, updating facebook status, and making a question. Students’ activeness was better than the previous lectures. The success indicators of implementation of the action research can be achieved, 100%  students were able to achieve complete learning outcomes value, i.e. 71. The observations also showed that students can improve their teamwork, confidence, and other characters. 
FAKTOR-FAKTOR YANG MEMPENGARUHI KESULITAN BELAJAR MATA PELAJARAN IPS EKONOMI DWP, Sucihatiningsih; Sulistyowati, Heny
Dinamika Pendidikan Vol 1, No 2 (2006): December 2006
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v1i2.474

Abstract

Penelitian ini bertujuan untuk mengetahui faktor yang mempengaruhi kesulitan belajar mara pelajaran IPS Ekonomi Siswa Kelas VIII SMP Negeri 36 Semarang Tahun 2005/2006. Populasi adalah siswa kelas VIII SMP Negeri 36 SemarangTahun 2005/2006 sejumlah 303 siswa. Sampel yang  diambil sejumlah 173 siswa. Pengambilan sampel menggunakan teknik random sampling. Dalam penelitian ini peneliti mengkaji faktor-faktor yang mempengaruhi kesulitan belajar mata pelajaran IPS Ekonomi siswa kelas VIII SMP Negeri 36 Semarang Tahun 2005/2006. Alat pengumpulan data yang digunakan dalam penelitian ini adalah angket. Data yang dikumpulkan dianalisis dengan metode analisis faktor dengan menggunakan software SPSS. Hasil penelitian ini menunjukkan bahwa terdapat tujuh (7) faktor yang berpengaruh terhadap kesulitan belajar mata pelajaran IPS Ekonomi. Ketujuh faktor tersebut adalah: (1) sarana dan prasarana belajar di rumah, (2) dukungan sekolah, (3) minat siswa, (4) dukungan keluarga, (5) perhatian siswa, (6) kondisi jasmani siswa, dan (7) guru. Ketujuh faktor ini memiliki pengaruh yang besar terhadap kesulitan belajar mata pelajaran IPS Ekonomi siswa kelas VIII SMP Negeri 36 Semarang. Hal ini ditunjukkan dengan koefisien varian sebesar 63,706%. Dalam hal ini berarti faktor-faktor yang dikemukakan dalam penelitian ini mampu menjelaskan besarnya pengaruh terhadap kesulitan belajar mata pelajaran IPS Ekonomi sebesar 63,706% sedangkan sisanya 36,294% merupakan faktor-faktor lain yang tidak diungkap dalam penelitian ini.Berdasarkan hasil penelitian di atas, dapat. Besarnya pengaruh dari faktor-faktor yang ada hendaknya dapat memacu semua pihak yang terkait untuk mengoptimalisasikan keberadaan dan manfaat dari berbagai faktor yang ada. Kata Kunci : Faktor, Kesulitan belajar, IPS Ekonomi
Students’ Satisfaction on Library Services at Faculty of Economics, Semarang State University Undari, Diyah; Ismiyati, Ismiyati
Dinamika Pendidikan Vol 10, No 2 (2015): December 2015
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v10i2.5100

Abstract

This research aims to know the factors that determine the students’ satisfaction and to know the most dominant factor in determining their satisfaction of the library‘s services at the Economics Faculty, Semarang State University.The data were collected by using questionnaire, documentation, and interview and then the data were analyzed by using factor analysis and descriptive percentage. Findings showe that 28 analyzed variables are reduced to 23 variables. They are grouped into eight new factors that determined the students’ satisfaction of 62.668%. Meanwhile, 37.332% are influenced by other factors that are not defined in this model. The convenience and the main products factor is17.971%, the interaction factor is 8.878%, the cleanliness factor is 7.830%, the neatness factor is 6.731%, the means of support factor is 6.348%, the technical performance factor is 5.597%, the building area factor is 4.918% and the complementary product factor is 4.396%.
MENINGKATKAN PEMAHAMAN MAHASISWA TERHADAP KONSEP SISTEM INFORMASI MANAJEMEN (SIM) MELALUI METODE PEMBELAJARAN SIKLUS BELAJAR Hadi, Syamsu
Dinamika Pendidikan Vol 3, No 1 (2008): June 2008
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v3i1.432

Abstract

Tujuan dari penelitian ini adalah untuk meningkatkan kualitas pembelajaran SIM, untuk meningkatkan semangat belajar mahasiswa, untuk meningkatkan keterampilan dosen dalam mengembangkan model dan media pembelajaran dan untuk meningkatkan prestasi belajar mahasiswa. Penelitian ini adalah penelitian tindakan kelas yang terdiri dari tiga siklus. Hasil penelitian menunjukkan prestasi belajar mahasiswa mengalami peningkatan pada setiap siklusnya. Ketuntasan belajar mahasiswa sebelum penerapan metode siklus belajar 0%, setelah penerapan metode siklus belajar, ketuntasan belajar dari mahasiswa setelah dilakukan uji akhir adalah 94%. Minat, keaktifan dan kerjasama mahasiswa dalam proses pembelajaran dengan rentangan 1-4 hasilnya baik (3,44). Hasil pengamatan mengenai keterampilan dosen dalam pengelolaan pembelajaran dengan menggunakan metode siklus belajar dengan rentangan 1-4 menunjukkan hasil baik dengan rerata dari siklus 1, siklus 2, dan siklus 3,38. Skor tersebut merupakan rerata dari seluruh aspek yang diamati pada tiga siklus. Kata kunci: Sistem Informasi Manajemen, Metode pembelajaran siklus belajar
The Development of Financial Accounting Learning Tools with Gall and Borg Model Putri, Reni Sovia; Wardoyo, Cipto
Dinamika Pendidikan Vol 12, No 2 (2017): December 2017
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v12i2.13559

Abstract

This research aims to develop financial accounting learning tools namely; development of lesson plan, handouts, and learning media. The object of this research was the 11th grade students of accounting study program in Muhammadiyah 03 High Vocational School Singosari. The model of learning device development used Gall and Borg model. The stages were 1) Initial Needs Analysis; 2) Initial Product Developing; 3) Validation; 4) Product Revision I; 5) Limited Field Trial; 6) Product Revision II; 7) Field Trial; and 8) Final Product. The result of the research shows that the learning tools on financial accounting subject are valid/proper to be used. It is  proven by the score of material expert judgment that is 82.8%, by the media expert that is 98.6%, by the education expert that is 86%, by the limited field trial (students and teachers ) that are 87.7% and 80.7%, and by Field trials that is 80.2%. In field trials, the development of learning tools can improve student learning outcomes. There are only 3 students who got their grades below the minimum mastery standard.
PENGARUH LINGKUNGAN BELAJAR DAN KOMPETENSI PROFESIONAL GURU TERHADAP PRESTASI BELAJAR SISWA SMA N 1 JEKULO KUDUS Rustiana, Ade; Chalifah, Noor
Dinamika Pendidikan Vol 7, No 1 (2012): June 2012
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v7i1.4914

Abstract

Learning environment and teachers’ professional competence are factors which can affect students’ achievement. The objective of the study was to determine the influence of learning environment and teachers’ professional competence toward students’ achievement either partially or simultaneously. The populations were 133 students and the samples were 100 students. Then, data were collected by questionnaires and documentation. The calculation of multiple regression resulted the equation of Y = 60.866 + 0.114 X1 + 0.048 X2. The coefficient of determination simultaneously; learning environment and teachers’ professional competence toward students’ achievement was 53.3%, the coefficient of determination partially; learning environment toward students’ achievement was 26.3%, and teachers’ professional competence toward students’ achievement was 16.9%. It was concluded that there was significant influence of learning environment toward students’ achievement, there was no significant influence of the teachers’ professional competence toward students’ achievement, and there was significant influence of learning environment and teachers’ professional competence toward students’ achievement.
STUDI KOMPARASI METODE KONTEKSTUAL DENGAN METODE CERAMAH TERHADAP HASIL BELAJAR IPS EKONOMI Partono, -
Dinamika Pendidikan Vol 3, No 2 (2008): December 2008
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v3i2.389

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui ada tidaknya perbedaan hasil belajar IPS Ekonomi antara pembelajaran dengan metode ceramah dengan metode kontekstual. Hasil penelitian menunjukkan ada perbedaan hasil belajar antara pembelajaran dengan metode ceramah dengan metode kontekstual. Perbedaan tersebut ditunjukkan dari nilai hasil belajar siswa yang diajar dengan metode kontekstual pada siklus I dan siklus II lebih tinggi dibandingkan nilai hasil belajar siswa yang diajar dengan metode ceramah yaitu pada siklus I kelas kontekstual memperoleh rata-rata nilai 63,50 sedangkan kelas ceramah sebesar 62,83 dan pada siklus II kelas kontekstual memperoleh rata-rata nilai 72,75 sedangkan kelas ceramah sebesar 68,25. Kata Kunci: Metode Kontekstual, Metode Ceramah

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