cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
jurnalsantiajipendidikan@unmas.ac.id
Editorial Address
-
Location
Kota denpasar,
Bali
INDONESIA
Jurnal Santiaji Pendidikan (JSP)
Published by Universitas Mahasaraswati
ISSN : 20879016     EISSN : 26854694     DOI : https://doi.org/10.36733/jsp.v9i2
Core Subject : Education,
Education
Jurnal Santiaji Pendidikan (JSP) adalah jurnal yang memuat publikasi berupa hasil penelitian dan kajian pustaka dalam bidang pendidikan. JSP diterbitkan sejak Januari 2011 oleh Fakultas Keguruan dan Ilmu Pendidikan Universitas Mahasaraswati Denpasar. JSP terbit dua kali setahun pada bulan Januari, dan Juli.
Arjuna Subject : -
Articles 9 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2013): Jurnal Santiaji Pendidikan (JSP)" : 9 Documents clear
PENGARUH PEMBELAJARAN RECIPROCAL TEACHING DIPADUKAN THINK PAIR SHARE TERHADAP PENINGKATAN KEMAMPUAN METAKOGNITIF BELAJAR BIOLOGI SISWA SMA BERKEMAMPUAN AKADEMIK BERBEDA DI KABUPATEN SIDOARJO Nur Effendi
Jurnal Santiaji Pendidikan (JSP) Vol. 3 No. 2 (2013): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v3i2.486

Abstract

In the globalization era, the world is developed without the boundary, the development of the sciences and technologies have been needed by people in the nation, to increase the quality of education. In the biology (sciences) has been needed to adapt student-centered learning paradigm than the teacher-centered. The purposes of the study are to apply the Reciprocal Teaching (RT), Think Pair Share (TPS), Reciprocal Teaching Plus Think Pair Share (RT+TPS) learning strategic to increase the metacognitive ability in learning biology for the senior high school students in Sidoarjo with different academic capability. The study is a quasi experiment. The research design is pre-post test non-equivalent control group design with the 4x2 factorial pattern. The total sample is 240 students. Data are subjected to the ANACOVA statistic and followed by the LSD test with 0.05 significance degree. The result of inferential analysis indicates that the learning strategy and academic capability influenced the metacognitive ability students. The average score metacognitive ability remarks in the RT+TPS with remarks 77.73 and the higher 1.65% than TPS with remarks 76.44, but the really different and the higher 2.92% than RT with remarks 75.45, 4.33% than the Conventional with remarks 74.36. The average score met cognitive ability remarks Up students academic capability performs is 76.53 is the really different and the higher 1.39% than the Down student academic capability performs is 75.46. The average score RT+TPS strategy learning in the Up academic capability with the remarks 78.93 and the higher 1.42% than TPS-Up academic with remarks 77.82, but the really different and the higher 4.86% than RT-Up academic with remarks 75.10, 5,91% than the Conventional-Up academic with remarks 74.27. The average score metacognitive ability strategy learning RT+TPS-Up academic is really different and higher 3.05% than RT+TPS-Down academic with remarks 76.53. The RT+TPS strategy learning application have the best result to increase the metacognitive ability in learning biology if it is compared with the RT, TPS, or Conventional strategy learning on the Up or Down students academic capability performs. This strategy can be used for the largest biology learning and as the alternative to manage the instruction learning in the class, the factor fundamental to make decision for the stake holders, and the first research for the references continuous research.
PENERAPAN PENDEKATAN PRAGMATIK (PRINSIP-PRINSIP PENGGUNAAN BAHASA) DISERTAI TEKNIK KOREKSI SESAMA TEMANDAN KOREKSI OLEH GURU UNTUK MENINGKATKAN KETERAMPILAN MENCERITAKAN PENGALAMAN PADA SISWA KELAS VIIE SMP NEGERI 5 NEGARA I Putu Mas Dewantara
Jurnal Santiaji Pendidikan (JSP) Vol. 3 No. 2 (2013): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v3i2.487

Abstract

This research was intended to (1) describe the development of telling experience skill of the students of class VII E SMP Negeri 5 Negara through the implementation of pragmatic approach (principles of language use) accompanied by pair correction technique and correction by Teacher, (2) describe the steps of learning and teaching activities in the implementation of pragmatic approach (principles of language use) accompanied by pair correction technique and correction by Teacher to develop the skill of telling experiences by the students of VII E SMP Negeri 5 Negara, and (3) describe students’ response about the implementation of pragmatic approach (principles of language use) accompanied by pair correction technique and correction by teacher. The subjects of this research were students and teacher of bahasa Indonesia in SMP Negeri 5 Negara. This research used the two-cycle classroom action research. The data about the skill of telling experiences was gathered through test method analyzed by qualitative description method. The data about students’ response was gathered through questionnaire method analyzed by qualitative description and quantitative description. The result of the research showed that the implementation of pragmatic approach (principles of language use) accompanied by pair correction technique and correction by teacher can (1) develop the skill of telling experience by students, (2) be done through 19 appropriate learning steps, and (3) develop students’ positive response in telling experience. Bahasa Indonesia’s teachers is hoped to implement the pragmatic approach (principles of language use) accompanied by pair correction technique and correction by teacher to develop the skill of telling students’ experiences that make the teaching-learning activity can run conducive, creative, and innovative.
THE USE OF E-LEARNING BASED READING MATERIALS TO IMPROVE THE READING COMPREHENSION OF THE TENTH YEAR MULTIMEDIA STUDENTS OF SMK N 3 SINGARAJA IN THE ACADEMIC YEAR 2012/2013 I Ketut Trika Adi Ana
Jurnal Santiaji Pendidikan (JSP) Vol. 3 No. 2 (2013): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v3i2.488

Abstract

Membaca adalah salah satu kemampuan yang harus dikuasai oleh pembelajar bahasa asing. Berdasarkan observasi awal yang telah dilaksanakan, siswa kelas X jurusan multimedia SMK N 3 Singaraja memiliki permasalahan dalam memahami bacaan. Hal tersebut dibuktikan dengan ditemuikannya permasalahan yang dialami oleh siswa dalam memahami isi bacaan karena materi membaca yang diberikan oleh guru bahasa Inggris diluar pengetahuan siswa. Oleh karena pentingnya pengetahuan awal dalam aktivitas membaca, materi membaca yang mengacu pada e-learning yang secara khusus telah dikembangkan sesuai dengan kebutuhan dari siswa kelas X jurusan multimedia kemudian digunakan untuk mengajar para siswa. Artikel ini akan menjelaskan hasil dari penelitian tindakan kelas ini, meliputi: (1) peningkatan pemahaman siswa dalam membaca selama penerapan pengembangan materi membaca yang mengacu pada e-learning dan (2) masalah-masalah yang muncul pada pengaplikasiannya.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DENGAN MEDIA PHOTOVOICE BERBASIS LANSKAP BUDAYA SUBAK TERHADAP PERILAKU BERKELOMPOK SISWA SMP AMARAWATI TAMPAKSIRING Sang Ayu Made Ika Utari Dewi; Dewa Ayu Puspawati; Deden Ismail
Jurnal Santiaji Pendidikan (JSP) Vol. 3 No. 2 (2013): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v3i2.489

Abstract

Conventional learning process that takes place in the same direction from the teacher to students, causing impaired social aspect or ability groups of students. One model of learning that appropriate to the problem is the type of cooperative learning Group Investigation (GI). GI learning model integrated with the technological aspects of digital cameras and the cultural landscape etnosains subak. This study aimed to investigate the effect of cooperative learning model GI to student group behavior, and how group behavior influence the outcome of photovoice students. The experiment was conducted in Amarawati Tampaksiring junior high school, data collection techniques using group behavior assessment rubrics and photovoice results rubrics assessment. Students learning activities in the classroom and outside the classroom (Subak Pulagan). The results showed there is an increasing number of group behavior score from 235,0 to 430,5, with a significance level of each aspect of the assessment using the Wilcoxon Match Pairs are aspects of group participation (p =0.028), division of responsibility (p=0.028) , quality interactions (p=0.026), and the role of members in the group (p=0.027). This suggests that there are real differences in behavior between groups of students before and after learning. As for the impact of the group behavior to photovoice results of the test using the Spearman Rank Correlation, obtained correlation coefficient (ρ=0.928) is shown with a positive sign, meaning that increasing group behavior is increasing as well the results of the student photovoice. With a significance level (p=0.008 <0.01) which indicates that the group behavior of very significant effect on the results of photovoice. Conclusions of this study are given effective learning to improve student groups so with good interaction within the group, then the task is given by making photovoice obtain maximum results
PENINGKATAN KEMAMPUAN MENGANALISIS UNSUR INTRINSIK CERPEN MELALUI METODE DISKUSI JENIS BUZZ GROUP PADA SISWA KELAS VIII A SMP DWIJENDRA GIANYAR TAHUN PELAJARAN 2011/2012 Ni Made Purnami Sari; Ni Nyoman Suparsa
Jurnal Santiaji Pendidikan (JSP) Vol. 3 No. 2 (2013): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v3i2.490

Abstract

This study is a classroom action research. It was conducted for the students at class VIII SMP DwijendraGianyar in the academic year 2011/2012. There were three cycles planned. There were 36 students. The object of the study was the improvement of ability in analyzing the intrinsic element of a short story through Buzz group discussion method. The results revealed that there was improvement in analyzing the intrinsic element of a short story after implementing Buzz group discussion method. It could be found from the mean score of the pretest was 4.2. It improved to 5.22 in the 1st cycle, then up to 6.22 in the 2nd cycle until achieving 7.38 in the 3rd cycle. It means that the standard-passing score (SKBM) that is 7.00 was achieved.
KORELASI ANTARA PERILAKU BERKELOMPOK DAN HASIL PRESENTASI PETA KONSEP SISWA DALAM PEMBELAJARAN KOOPERATIF BERBASIS MODUL ETNOSAINS SUBAK Thalia Prasetya; Dewa Ayu Puspawati
Jurnal Santiaji Pendidikan (JSP) Vol. 3 No. 2 (2013): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v3i2.492

Abstract

Based on the observation that the information obtained in the junior Amarawati Tampaksiring is one of the schools that implement conventional learning models. To achieve the goal of education, conventional learning model is not very effective to implement. Therefore, innovation is required in learning. One way to do is to implement a module based cooperative learning etnoscience subak which emphasizes the aspects of group behavior and results presentation concept maps. The purpose of this study was to determine the effect of cooperative learning modules based on behavior etnoscience subak groups and the results of students' concept map presentation, as well as to determine the correlation between the behavior of the group and the results presentation concept maps. The experiment was conducted in the junior class VII B Amarawati Tampaksiring. Students were divided into six groups, and each group working on a concept map. Furthermore, observers provide an assessment with reference to the assessment rubric. From the data analysis, the results obtained flocking behavior scores increased from 273.5 to 497.5 with a significance level (p = 0.028 <0.05), which means learning a given effect on the behavior of groups of students. Increase also occurred in the results presentation concept maps where scores increased from 42.0 to 97.0 with a significance level (p = 0.027 <0.05), which shows the influence of learning the presentation of the results of students' concept maps. To test the correlation between the behavior of the group with the results presentation concept maps, correlation coefficient (ρ = 0.986) indicating increasing students flocking behavior, the result presentation concept maps is increasing as well. Results significance level (p = 0.000 <0.05) showed that the flocking behavior correlates to the presentation of the results of students' concept maps. In conclusion, cooperative learning modules based etnoscience subak affect the increase in groups as well as the behavioral aspects of students' concept map presentation of results, and the two variables have a positive correlation in the study.
PELAKSANAAN PRINSIP KERJA SAMA DALAM PERCAKAPAN GURU DAN SISWA SERTA DAMPAKNYA TERHADAP PEMBELAJARAN BAHASA INDONESIA DI KELAS XI SMAN I KEDIRI Ni Wayan Eminda Sari
Jurnal Santiaji Pendidikan (JSP) Vol. 3 No. 2 (2013): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v3i2.493

Abstract

This study aimed at gathering illustrations and explanation about (1) learning context as a field of the implementation for cooperative principle in a classroom learning, (2) the cooperative principle conducted by the teacher, (3) the implementation of cooperative principle conducted by the students, (4) the effects of cooperative principle which is conducted by teacher and students upon Indonesian learning in the class XI SMAN 1 Kediri. In order to achieve these goals, this study uses the descriptive-qualitative design. The subject of the study is the students and Indonesian teacher at the class XI SMAN 1 Kediri. The data gathering is conducted by the methods of recording, observation, and interview. The data gained then was analyzed qualitatively descriptive that covers four phases, namely data gathering, data reduction, data presentation, verification, and conclusion making. The results of this study shows that learning context as the field of cooperative principle implementation in the classroom, dominantly appears in formal situation, and appears also in semi-formal and non-formal situation. The cooperative principle conducted by the teacher is marked by teacher’s speech that obeyed the maxim of quantity, maxim of quality, maxim of relevance, and maxim of manner. The implementation of cooperative principle conducted by the students is marked by teacher’s speech that obeyed the maxim of quantity, maxim of quality, maxim of relevance, and maxim of manner. The effects that appear due to the implementation of cooperative principle upon Indonesia is that the situation of the learning in the classroom become conducive and comfortable, students’ activity is developed, the learning runs well without any disturbances, and the goals of the teaching can be achieved effectively. Based on the result of this study, the readers expected to realize that in the use of speech, cooperative principle needs to be considered so that the conversation can be more effective and efficient.
PENERAPAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK SEBAGAI UPAYA MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR SISWA DALAM PEMBELAJARAN BANGUN RUANG PADA SISWA KELAS IVA SDN 9 SESETAN TAHUN PELAJARAN 2011/2012 I Gusti Ayu Arista Widari; I Gusti Ngurah Nila Putra; I Ketut Suwija
Jurnal Santiaji Pendidikan (JSP) Vol. 3 No. 2 (2013): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v3i2.494

Abstract

The aim of this action research is to know whether there is an improvement in learning activity and achievement of grade IV students in learning three dimension shapesthrough the implementation of realistic approach. This research was conducted in Primary school 9 Sesetan in the academic year 2011/2012. The subjects of this study were 45 students of grade IV Primary school 9 Sesetan. The data collected in this research covered: students’ learning activity which was collected from observation, and students’ achievement data which was collected through some achievements test in form of objective and essay. This research was conducted in two cycles. The result of this study shows that the students’ learning activity in cycle one was quite active, and in cycle two the students’ learning activity was categorized as active. From the achievement of the students it was found that the average score, learning capacity, and learning outcome from the pre-cycle, cycle 1, and cycle 2 consecutively are: 4.98, 49.80% and 26.67%; 6.66, 66.60% and 53.30%; then 8.20, 82% and 91.10%. From the result of data analysis and discussion, then it can be concluded that there is an improvement in terms of students’ learning activity and achievement of IV grade students of Primary school 9 Sesetan in the academic year 2011/2012 in learning three dimension shapes through the use of realistic approach.
PEMBELAJARAN DEMOKRATIS MENUJU PROFESIONALISME GURU I Nengah Sudja
Jurnal Santiaji Pendidikan (JSP) Vol. 3 No. 2 (2013): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v3i2.495

Abstract

Learning is the process of changing behavior as an impact obtained by the five senses that is relatively permanent. In the teaching-learning process, the teachers need a situation and condition that are supportive and condusive. At the past, the students were afraid of their teachers. They were like in a jail. Meanwhile, in the present, the teachers need to understand the surrounding and the student’s chracteristics. Regarding on that notion, the teachers are expected to implement and stimulate the students with several methods of innovative teaching.

Page 1 of 1 | Total Record : 9

 1 

Filter by Year

2013 2013


Reset
Filter By Issues
All Issue Vol. 15 No. 2 (2025): Jurnal Santiaji Pendidikan (JSP) Vol. 15 No. 1 (2025): Jurnal Santiaji Pendidikan (JSP) Vol. 14 No. 2 (2024): Jurnal Santiaji Pendidikan (JSP) Vol. 14 No. 1 (2024): Jurnal Santiaji Pendidikan (JSP) Vol. 13 No. 2 (2023): Jurnal Santiaji Pendidikan (JSP) Vol. 13 No. 1 (2023): Jurnal Santiaji Pendidikan (JSP) Vol. 12 No. 2 (2022): Jurnal Santiaji Pendidikan (JSP) Vol. 12 No. 1 (2022): Jurnal Santiaji Pendidikan (JSP) Vol. 11 No. 3 (2021): Jurnal Santiaji Pendidikan (JSP) Vol. 11 No. 2 (2021): Jurnal Santiaji Pendidikan (JSP) Vol 11 No 2 (2021): Jurnal Santiaji Pendidikan (JSP) Vol 11 No 1 (2021): Jurnal Santiaji Pendidikan (JSP) Vol. 11 No. 1 (2021): Jurnal Santiaji Pendidikan (JSP) Vol. 10 No. 2 (2020): Jurnal Santiaji Pendidikan (JSP) Vol 10 No 2 (2020): Jurnal Santiaji Pendidikan (JSP) Vol. 10 No. 1 (2020): Jurnal Santiaji Pendidikan (JSP) Vol 10 No 1 (2020): Jurnal Santiaji Pendidikan (JSP) Vol 9 No 2 (2019): Jurnal Santiaji Pendidikan (JSP) Vol. 9 No. 2 (2019): Jurnal Santiaji Pendidikan (JSP) Vol. 9 No. 1 (2019): Jurnal Santiaji Pendidikan (JSP) Vol 9 No 1 (2019): Jurnal Santiaji Pendidikan (JSP) Vol. 8 No. 2 (2018): Jurnal Santiaji Pendidikan (JSP) Vol 8 No 2 (2018): Jurnal Santiaji Pendidikan (JSP) Vol. 8 No. 1 (2018): Jurnal Santiaji Pendidikan (JSP) Vol 8 No 1 (2018): Jurnal Santiaji Pendidikan (JSP) Vol. 7 No. 2 (2017): Jurnal Santiaji Pendidikan (JSP) Vol 7 No 2 (2017): Jurnal Santiaji Pendidikan (JSP) Vol 5 No 2 (2015): Jurnal Santiaji Pendidikan (JSP) Vol. 5 No. 2 (2015): Jurnal Santiaji Pendidikan (JSP) Vol 4 No 2 (2014): Jurnal Santiaji Pendidikan (JSP) Vol. 4 No. 2 (2014): Jurnal Santiaji Pendidikan (JSP) Vol 3 No 2 (2013): Jurnal Santiaji Pendidikan (JSP) Vol. 3 No. 2 (2013): Jurnal Santiaji Pendidikan (JSP) Vol 1 No 2 (2011): Jurnal Santiaji Pendidikan (JSP) Vol. 1 No. 2 (2011): Jurnal Santiaji Pendidikan (JSP) Vol. 1 No. 1 (2011): Jurnal Santiaji Pendidikan (JSP) Vol 1 No 1 (2011): Jurnal Santiaji Pendidikan (JSP) More Issue