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INDONESIA
Jurnal Penelitian dan Evaluasi pendidikan
Published by Universitas Pendidikan Ganesha
ISSN : 2613957x     EISSN : -     DOI : -
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education
Jurnal Penelitian dan Evaluasi Pendidikan Indonesia is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The JERE aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
Arjuna Subject : -
Articles 22 Documents
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Search results for , issue "Vol 1, No 1 (2011)" : 22 Documents clear
DETERMINASI GAYA KEPEMIMPINAN KEPALA SEKOLAH, MOTIVASI KERJA GURU, DAN DISIPLIN KERJA GURU TERHADAP KINERJA GURU (STUDI TENTANG PERSEPSI GURU SD NEGERI SE KABUPATEN BADUNG) Sarini, Komang
Jurnal Penelitian dan Evaluasi Pendidikan Indonesia Vol 1, No 1 (2011)
Publisher : UNIVERSITAS PENDIDIKAN GANESHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (161.114 KB) | DOI: 10.23887/jpepi.v1i1.65

Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui besarnya kontribusi determinasi gaya kepemimpinan kepala sekolah, motivasi kerja guru, dan disiplin kerja guru terhadap kinerja guru sekolah dasar di  Kabupaten Badung secara terpisah maupun simultan. Populasi sebanyak 2.679 orang guru SD di Kabupaten Badung dan sampelnya sebanyak 349 orang yang diambil dengan teknik proportional random sampling. Penelitian ini menggunakan rancangan ex-post facto. Data dikumpulkan menggunakan kuesioner. Data dianalisis dengan menggunakan analisis regresi dan korelasi. Hasil analisis menunjukkan bahwa gaya kepemimpinan kepala sekolah, motivasi kerja guru, dan disiplin kerja guru merupakan determinan terhadap kinerja guru secara terpisah maupun simultan.   Kata kunci: gaya kepemimpinan kepala sekolah,  motivasi kerja guru, disiplin kerja guru, kinerja guru   THE DETERMINATION OF PRINCIPAL LEADERSHIP STYLE, TEACHER WORK MOTIVATION, AND TEACHER WORK DISCIPLINE TOWARD TEACHER PERFORMANCE (A STUDY ON PERCEPTION OF PUBLIC PRIMARY SCHOOL TEACHERS THROUGHOUT BADUNG REGENCY) ABSTRACT This study aimed at finding out the multitude of the determination of principal leadership style, teacher work motivation and teacher work discipline toward teacher performance among the public primary school teachers throughout Badung Regency both separately and simultaneously. The population were 2.679 primary school teachers in Badung regency and 349 people were used as the sample with sampling technique used was proportional random sampling. This research was arranged in ex-post facto. The data was collected by using Likerts scale model and was analyze by using the correlation and regression analysis. The result shows that school principal leadership style, teacher work motivation, and teacher work discipline were determinants of teacher work performance both separately and simultaneously.   Key words: principal leadership style, teacher work motivation, teacher work discipline, teacher performance.
PENGARUH PEMBELAJARAN KONTEKSTUAL DAN GAYA KOGNITIF TERHADAP PRESTASI BELAJAR EKONOMI (Studi Eksperimen pada siswa kelas X SMA Negeri 1 Kuta Selatan) Setyono, Wasis
Jurnal Penelitian dan Evaluasi Pendidikan Indonesia Vol 1, No 1 (2011)
Publisher : UNIVERSITAS PENDIDIKAN GANESHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpepi.v1i1.70

Abstract

ABSTRAK   Penelitian ini eksperimen dilaksanakan di SMA Negeri 1 Kuta Selatan dengan menggunakan desain faktorial 2x2; melibatkan sampel sebanyak 96 orang yang diambil dengan teknik random sampling. Variabel bebas dalam penelitian ini adalah pendekatan pembelajaran yang dipilah menjadi dua, yakni pendekatan pembelajaran kontekstual (CTL) yang dikenakan pada kelompok eksperimen dan pendekatan pembelajaran konvensional yang dikenakan pada kelompok kontrol. Gaya kognitif sebagai variabel moderator dipilah menjadi dua, yaitu gaya kognitif field independent dan gaya kognitif field dependent. Sebagai variabel terikat dalam penelitian ini berupa prestasi belajar ekonomi. Instrumen penelitian berupa tes yang digunakan dalam menjaring data ada dua jenis, yaitu tes prestasi belajar ekonomi dan tes gaya kognitif. Analisis data menggunakan ANAVA dua jalur dan uji Tukey. Hasil penelitian menunjukkan bahwa: (1) prestasi belajar ekonomi siswa yang mengikuti pembelajaran kontekstual tidak sama dengan prestasi belajar ekonomi siswa yang mengikuti pembelajaran konvensional, hal tersebut dibuktikan dengan ditemukannya harga Fhitung = 21,47 pada taraf 0,05 > Ftabel (0,05) (1:92) = 3,94; (2) untuk siswa yang memiliki gaya kognitif field independent, prestasi belajar ekonomi siswa yang mengikuti pembelajaran kontekstual lebih baik daripada prestasi belajar ekonomi siswa yang mengikuti pembelajaran konvensional, hal tersebut dibuktikan dengan ditemukannya harga Qhitung = 9,47 pada taraf 0,05 > Qtabel = 2,83;  (3) untuk siswa yang memiliki gaya kognitif field dependent, prestasi belajar ekonomi siswa yang mengikuti pembelajaran konvensional lebih tinggi daripada prestasi belajar ekonomi siswa yang mengikuti pembelajaran kontekstual, hal tersebut dibuktikan dengan ditemukannya harga Qhitung = 3,02 pada taraf 0,05 > Qtabel = 2,83;  dan (4) Dengan demikian dapat disimpulkan bahwa ada pengaruh interaksi antara pendekatan pembelajaran yang diterapkan dengan gaya kognitif terhadap prestasi belajar ekonomi, hal tersebut dibuktikan dengan  ditemukan harga Fhitung = 23,42 pada taraf 0,05 > Ftabel = 3,94. Simpulan yang diperoleh dari penelitian ini adalah bahwa penerapan pendekatan pembelajaran kontekstual secara umum dapat meningkatkan prestasi belajar ekonomi siswa. Supaya diperoleh prestasi belajar ekonomi yang lebih optimal maka gaya kognitif siswa harus dipertimbangkan. Untuk siswa yang memiliki gaya kognitif field independent sebaiknya diterapkan pendekatan pembelajaran kontekstual, sedangkan siswa yang memiliki gaya kognitif field dependent sebaiknya diterapkan pendekatan pembelajaran konvensional Kata kunci: Pembelajaran Kontekstual, Gaya Kognitif, dan Prestasi belajar Ekonomi. THE EFFECT OF CONTEXTUAL LEARNING AND COGNITIVE STYLE    ON LEARNING ACHIEVEMENT IN ECONOMICS ( An Experimental Study Conducted of SMA Negeri 1 Kuta Selatan ) by Wasis Setyono ABSTRACT   The aim of this study was to find out  the effect of contextual learning and cognitive style on learning achievement in economics. The study was conducted at SMA Negeri 1 Kuta Selatan by using quasi-experimental method and the 2x2 factorial design; involving a sample consisting of 96 people using random sampling technique. This study used learning approach as the  independent variable which was devided into two, i.e., contextual learning  approach (CTL) that was assigned to the experiment group and convensional  learning approach that was assigned  to the control group. The cognitive style was chosen as the moderator variable which was divided into field independent  and dependent cognitive styles. Achievement in learning economics was selected as the dependent variable in this study. This study used test as instruments to collect data. There were two types of test, i.e., achievement test in learning economics and cognitive style test. The data were analyzed by a two-way ANOVA and Tukey?s test. The result shows that (1) the achievement of the student who studied under contextual learning was not the same as that of those who studied under conventional learning, which was proven by the value of Fobserved = 21,47 at P= 0,05 > F table (0,05)(1;92) = 3.94;  (2) for the students with field independent cognitive style, those who studied under contextual learning got higher achievement than those who studied under convention learning, which was proven by the value of  Qobserved = 9,47 at P = 0,05 > Q table = 2,83 ; (3) for the students with field dependent cognitive style, those who studied under conventional learning got  higher achievement than those who studied under contextual learning, which was proven by the value of   Q observed = 3,02 at P = 0,05 > Q table = 2.83 ; and (4) hence, it can be concluded that there is an interaction effect between a learning approach used and cognitive style on achievement in learning economics, as proven by the value of  F observed = 23,42 at P = 0.05 > F table = 3.94).   The conclusion that can be drawn from this study is that the implementation of contextual learning can generally improve student?s achievement in learning economics.  One has to take cognitive style to obtain an optimum level of achievement in learning economics. It is advisable to use contextual learning for the student with field independent cognitive style while conventional learning for the student with field dependent cognitive style. Key words: Contextual   teaching and learning, Cognitive style, and Economics achievement.

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