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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.
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Articles 5 Documents
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Search results for , issue "Vol 7, No 2 (2017)" : 5 Documents clear
ANALISIS DISKREPANSI TENTANG IMPLEMENTASI PENDEKATAN SAINTIFIK PADA KELAS IV SD NEGERI DI KECAMATAN DENPASAR BARAT ., PUTU EKA ANDRIYANI; ., PROF. DR. A.A.ISTRI NGR.MARHAENI,M.A.; ., Dr. NI MADE SRI MERTASARI, M.Pd.
Jurnal Penelitian dan Evaluasi Pendidikan Indonesia Vol 7, No 2 (2017)
Publisher : UNIVERSITAS PENDIDIKAN GANESHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (136.266 KB) | DOI: 10.23887/jpepi.v7i2.2412

Abstract

Penelitian ini bertujuan untuk mengetahui besarnya diskrepansi terkait implementasi pendekatan saintifik dan untuk mengetahui penyebab terjadinya diskrepansi tentang implementasi pendekatan saintifik pada kelas IV SD Negeri di Kecamatan Denpasar Barat. Penelitian ini termasuk penelitian evaluatif dengan model diskrepansi. Subjek penelitian ini adalah seluruh guru kelas IV SD Negeri di Kecamatan Denpasar Barat yang terdiri dari 8 gugus dan terdapat 44 sekolah. Subjek penelitian ditentukan dengan teknik Random Sampling. Data dikumpulkan dengan menggunakan lembar observasi pembelajaran dengan pendekatan saintifik dan wawancara sebagai tindak lanjut untuk mengetahui faktor penyebab terjadinya diskrepansi. Data dianalisis dengan menggunakan teknik analisis deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa: (1) diskrepansi yang terjadi terkait perencanaan proses pembelajaran dengan pendekatan saintifik pada kelas IV SD Negeri di Kecamatan Denpasar Barat sebesar 22,80 dengan kategori cukup lebar; (2) diskrepansi yang terjadi terkait pelaksanaan proses pembelajaran dengan pendekatan saintifik pada kelas IV SD Negeri di Kecamatan Denpasar Barat sebesar 35,16 dengan kategori lebar; dan (3) diskrepansi yang terjadi terkait penilaian pembelajaran dengan pendekatan saintifik pada kelas IV SD Negeri di Kecamatan Denpasar Barat sebesar 31,37 dengan kategori cukup lebar. Kata Kunci : diskrepansi, evaluasi, pendekatan saintifik This study aimed to determine the amount of discrepancies related to the implementation of scientific approaches and to determine the factors that hinder the occurrence of discrepancy about the implementation of the scientific approach in the fourth grade of elementary school in West Denpasar Sub-District. This research was an evaluative research with discrepancy model. The subjects of this research were all fourth-grade teachers of elementary school in West Denpasar Sub-district which consists of 8 clusters and 44 schools. The research subjects were determined by using Random Sampling technique. The data were collected by using learning observation sheet with scientific approach and interview as a follow-up to know the causative factor of discrepancy. The data of this research were analyzed by using quantitative descriptive analysis technique. The results showed that: (1) the discrepancy that occurred related to the planning of the learning process with the scientific approach in the fourth grade of elementary school in West Denpasar Sub-district is 22.80 with broad enough category; (2) the discrepancy that occurred related to the implementation of the learning process by scientific approach in the fourth grade of elementary school in West Denpasar Sub-district is 35.16 with the wide category; and (3) the discrepancy that occurred related to the assessment of learning by scientific approach in the fourth grade of elementary school in West Denpasar Sub-district is 31.37 with a wide enough category. keyword : discrepancy, evaluation, scientific approach
Evaluasi Diskrepansi terhadap Implementasi Pendekatan Saintifik pada Muatan Pelajaran PKn Tema Cita-Citaku di Kelas IV SD Se-Kecamatan Denpasar Timur ., NI WAYAN WIDYANINGSIH; ., PROF. DR. NYOMAN DANTES; ., Dr. NI MADE SRI MERTASARI, M.Pd.
Jurnal Penelitian dan Evaluasi Pendidikan Indonesia Vol 7, No 2 (2017)
Publisher : UNIVERSITAS PENDIDIKAN GANESHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (163.267 KB) | DOI: 10.23887/jpepi.v7i2.2413

Abstract

Penelitian ini bertujuan untuk mengetahui diskrepansi terhadap implementasi pendekatan saintifik pada muatan pelajaran PKn tema Cita-Citaku di kelas IV SD se-Kecamatan Denpasar Timur. Penelitian ini merupakan penelitian evaluatif dengan model diskrepansi. Populasi dalam penelitian ini adalah guru kelas IV SD di Kecamatan Denpasar Timur yang terdiri dari 6 gugus dan terdapat 36 sekolah. Sampel diambil dengan teknik multistage random sampling. Data yang dikumpulkan adalah perencanaan, pelaksanaan dan penilaian pembelajaran, data persepsi guru dan hasil belajar PKn. Data perencanaan, pelaksanaan dan penilaian pendekatan saintifik dikumpulkan dengan rubrik observasi, data persepsi guru terhadap pendekatan saintifik dikumpulkan dengan kuesioner, serta data hasil belajar PKn dikumpulkan dengan pencatatan dokumen. Data dianalisis dengan statistik deskriptif kuantitatif dan korelasi product moment. Diskrepansi yang terjadi terkait dengan perencanaan pembelajaran berpendekatan Saintifik pada muatan pelajaran PKn sebesar 32.97 dengan kategori kecil , diskrepansi yang terjadi terkait dengan pelaksanaan pembelajaran berpendekatan saintifik pada muatan pelajaran PKn sebesar 40,19 dengan kategori sedang, diskrepansi yang terjadi terkait dengan penilaian pembelajaran berpendekatan Saintifik pada muatan pelajaran PKn sebesar 38.21 dengan kategori kecil, diskrepansi terhadap implementasi pembelajaran berpendekatan saintifik pada muatan pelajaran PKn sebesar 37.13 dalam kategori kecil, persepsi guru terhadap pendekatan saintifik sebesar 73.33 dengan kategori baik, hasil belajar PKn siswa kelas IV sebesar 77.34 dengan kategori baik, serta kontribusi kualitas pengelolaan pembelajaran berpendekatan saintifik terhadap hasil belajar PKn adalah signifikan dengan koefisien determinasi sebesar 0.41 dan termasuk korelasi sedang. Kata Kunci : Diskrepansi , Evaluasi, , Pendekatan Saintifik This thesis aims to determine discrepancy towards implementation of scientific approach on PKn lesson under theme My dream in grade IV of SD in Denpasar Timur district. This thesis was evaluative research using discrepancy model. Population of this research was teacherof grade IV of SD in Denpasar Timur district which consisted of 6 gugus in 36 schools. Sample was taken by using multistage random sampling technique. The collected data was planning, procces and lesson assessment, taken from teacher perception data, learning result of PKn. Teacher perception data towards scientific approach was collected by questionnaire, planning data, implementation and scientific approach assessment were collected by observation rubric and learning result of PKn was collected by document recording. Data were analysed by using statistic descriptive quantitative and correlation product moment. Research result shows that discrepancy related to planning of learning process towards scientific of PKn is 32.97 as small category, the discrepancy that related to learning procces towards scientific approach in PKn lesson is 40.19 as regular category, the discrepancy that related to learning assessment towards scientific approach on PKn lesson is 38.21 as small category, discrepancy towards implementation of scientific approachon PKn lesson is 37,13 as small category, teacher’s perception towards scientific approach is 73.33 as good category, learning result of PKn in grade IV is 77.34 as good category and the contribution of quality management of learning process using scientific towards learning result of PKn is significant with coefficient determination as 0,41 and it belongs to regular correlation.keyword : Discrepancy, Evaluation, Scientific Approach
Analisis Diskrepansi tentang Implementasi Asesmen Autentik pada Mata Pelajaran IPS Kelas VII di SMP Negeri Se-Kota Denpasar ., NI LUH PUTU LILIK NURIANI; ., PROF. DR. NI KETUT SUARNI, M.S; ., Dr. NI MADE SRI MERTASARI, M.Pd.
Jurnal Penelitian dan Evaluasi Pendidikan Indonesia Vol 7, No 2 (2017)
Publisher : UNIVERSITAS PENDIDIKAN GANESHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (148.001 KB) | DOI: 10.23887/jpepi.v7i2.2423

Abstract

Penelitian ini bertujuan untuk mengkaji adanya diskrepansi antara kondisi ideal dengan kondisi riil implementasi asesmen autentik dalam kurikulum 2013 pada tiga variabel yaitu: (1) perencanaan penilaian, (2) pelaksanaan penilaian, (3) analisis data dan pelaporan. Selain itu, penelitian ini juga bertujuan mengkaji pemahaman guru tentang implementasi asesmen autentik dan faktor pendukung serta penghambat implementasi asesmen autentik. Populasi dalam penelitian ini adalah guru-guru IPS kelas VII SMP Negeri se-Kota Denpasar yang berjumlah 51 orang. Sampel pada penelitian ini menggunakan teknik purposive random sampling, yang mengambil sampel guru SMP yang menerapkan Kurikulum 2013 edisi revisi. Penelitian ini dirancang dalam bentuk evaluasi program. Data dikumpulkan dengan menggunakan lembar observasi, kuisioner, studi dokumentasi, dan wawancara tidak terstruktur kemudian dianalisis secara deskriptif kuantitatif serta meggunakan uji t burning. Hasil penelitian menunjukkan bahwa (1) terjadi diskrepansi antara perencanaan penilaian yang disusun oleh pendidik dengan perencanaan penilaian yang terdapat dalam kurikulum 2013 pada mata pelajaran IPS kelas VII di SMP Negeri se-Kota Denpasar, (2) terjadi diskrepansi antara pelaksanaan penilaian yang dilakukan oleh pendidik dengan pelaksanaan penilaian yang terdapat dalam kurikulum 2013 pada mata pelajaran IPS kelas VII di SMP Negeri se-Kota Denpasar, (3) terjadi diskrepansi antara pengolahan hasil dan pelaporan penilaian yang dilakukan oleh pendidik dengan pengolahan hasil penilaian yang terdapat dalam kurikulum 2013 pada mata pelajaran IPS kelas VII di SMP Negeri se-Kota Denpasar, (4) pemahaman guru IPS kelas VII tentang implementasi asesmen autentik berada pada kategori baik, (5) faktor pendukung implementasi asesmen autentik antara lain: pelatihan dari pemerintah, kerja sama antar guru, pendampingan dan pengawasan dari pemerintah, dan keaktifan peserta didik, sedangkan faktor penghambat antara lain: persepsi guru yang keliru, penilaian rumit, kurangnya waktu, karakteristik peserta didik, sikap peserta didik, kemampuan peserta didik, dan sarana prasarana di sekolah yang tidak memadai.Kata Kunci : asesmen autentik, diskrepansi, dan pemahaman guru This study aims to determine the discrepancy between ideal conditions and the actual conditions in the implementation of authentic assessment in the 2013 curriculum on three variables: (1) assessment planning, (2) implementation of assessment, (3) data analysis and report. In addition, this study also aims to assess the understanding of teachers about implementation of authentic assessment, factors supporting and inhibiting factors in the implementation of authentic assessment. The populations in this study were the teachers of Social Science (IPS) of grade VII in Junior High Schools of Denpasar which counts up to 51 people. The sample in this study uses purposive random sampling technique, which takes a sample of junior high school teachers applying the revised 2013 Curriculum edition. This research is designed in the form of program evaluation. Data were collected by using observation sheet, questionnaire, documentation study, and unstructured interview then analyzed descriptively quantitative by using t test burning. The result of the research shows that (1) there is a discrepancy between the assessment planning which is arranged by teachers with the assessment plan which is contained in the curriculum of 2013 on the subject of Social Science Class of this grad in Junior High Schools of Denpasar City,(2) there was a discrepancy between the assessment conducted by teachers and the implementation of the assessment contained in the curriculum of 2013 in the Social Study class in this grade of these schools, (3) discrepancy occurred between data analysis and reporting assessments conducted by teachers with existing standards in the curriculum of 2013 on the subject of Social Science, (4) the understanding of Social Study teachers of these schools on implementation of authentic assessment can be categorized as good. (5) The factors supporting the implementation of authentic assessment includes: training from goverment, cooperation among teachers, mentoring and supervision from the goverment, and the activeness of the learners. While the inhibiting factors includes: erroneous of teacher’s perceptions, complex judgment, lack of time, characteristics of learners, learner’s abilities, and the inadequate school infrastructure facilities.keyword : authentic assessment, discrepancy, and understanding of teacher
Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Hasil Belajar Instalasi Penerangan Listrik Siswa Kelas XI Di SMK Negeri 1 Kuta Selatan Ditinjau dari Kecerdasan Logis Matematis ., DEWA PUTU SURYAWAN; ., PROF. DR. A.A.ISTRI NGR.MARHAENI,M.A.; ., PROF.DR. I MADE CANDIASA, MI.Komp.
Jurnal Penelitian dan Evaluasi Pendidikan Indonesia Vol 7, No 2 (2017)
Publisher : UNIVERSITAS PENDIDIKAN GANESHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.79 KB) | DOI: 10.23887/jpepi.v7i2.2433

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar instalasi penerangan listrik antara siswa yang mengikuti model pembelajaran berbasis masalah dengan siswa yang mengikuti model pembelajaran konvensional setelah kecerdasan logis matematis dikendalikan pada siswa kelas XI Listrik SMK Negeri 1 Kuta Selatan tahun ajaran 2016/2017. Penelitian ini menggunakan desain single factor independent group design with use of covariate dengan teknik analisis kovarian (ANAKOVA) 1 jalan. Populasi penelitian ini adalah seluruh siswa kelas XI Listrik sebanyak dua kelas dengan seluruh populasi dijadikan sampel. Hasil penelitian menunjukkan hal-hal sebagai berikut; (1) terdapat perbedaan hasil belajar instalasi penerangan listrik antara siswa yang mengikuti model pembelajaran berbasis masalah dengan siswa yang mengikuti model pembelajaran konvensional (F-hitung = 7,96 > F-tabel = 4,41), (2) terdapat perbedaan hasil belajar instalasi penerangan listrik antara siswa yang mengikuti model pembelajaran berbasis masalah dengan siswa yang mengikuti model pembelajaran konvensional setelah diadakan pengendalian pengaruh kecerdasan logis matematis (F-hitung = 21,10 > F-tabel = 4,41), (3) kecerdasan logis matematis memiliki kontribusi signifikan terhadap hasil belajar instalasi penerangan listrik sebesar 66,7%. Model pembelajaran berbasis masalah dan kecerdasan logis matematis memiliki pengaruh positif terhadap hasil belajar instalasi penerangan listrik. Kata Kunci : Hasil Belajar, Kecerdasan Logis Matematis, Model Pembelajaran Berbasis Masalah The purpose of this research are to find out the difference of the study result in electrical lighting installation between students who follow the problem-based learning model with students following the conventional learning model after logical mathematical intelligence is controlled on the students of class XI Electric SMK Negeri 1 Kuta Selatan academic year 2016/2017. The research uses single factor design of independent group design by one way covarian analysis technique (ANAKOVA). The population of this study is all students of class XI Electricity as much as two classes with the entire population are sampled. The results showed the following; (1) there are differences in study result of electrical lighting installation between students following the problem-based learning model with students following the conventional learning model (F-count = 7,96 > F-table = 4,41), (2) there are differences in study result of electrical lighting installation between students who follow the problem-based learning model with students who follow the conventional learning model after the logical mathematical assesment influence the students intelligence (F-count = 21,10 > F-table = 4,41), (3) mathematical logical intelligence had significant influence towards the study result of electric lighting installation (66,7%)keyword : Mathematical Logical Intelligence, Problem-Based Learning Model, Study Result
PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN KOOPERATIF TIPE JIGSAW TERHADAP MOTIVASI DAN HASIL BELAJAR IPS SISWA KELAS VIII SMP NEGERI 2 UBUD ., NI MADE GUNARSIH DWIPAWATI; ., PROF. DR. NYOMAN DANTES; ., DR. NI KETUT WIDIARTINI, S.Pd.,M.Pd
Jurnal Penelitian dan Evaluasi Pendidikan Indonesia Vol 7, No 2 (2017)
Publisher : UNIVERSITAS PENDIDIKAN GANESHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (186.589 KB) | DOI: 10.23887/jpepi.v7i2.2316

Abstract

Abstrak Penelitian ini bertujuan untuk mengetahui: (1) pengaruh implementasi model pembelajaran problem based learning (PBL) terhadap motivasi belajar dan hasil belajar, (2) pengaruh model pembelajaran kooperatif tipe jigsaw terhadap motivasi belajar dan hasil belajar, (3) perbedaan pengaruh implementasi model pembelajaran problem based learning (PBL) dibandingkan dengan model pembelajaran kooperatif tipe jigsaw terhadap motivasi belajar siswa dan hasil belajar, dan (4) pengaruh secara simultan antara implementasi model pembelajaran problem based learning (PBL) terhadap motivasi dan hasil belajar IPS dengan implementasi model pembelajaran kooperatif tipe jigsaw terhadap motivasi dan hasil belajar IPS. Penelitian ini termasuk jenis penelitian eksperimen dengan rancangan“ post test only control group design”. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 2 Ubud dengan jumlah sampel 122 orang. Teknik sampling yang digunakan untuk menentukan sampel adalah teknik random sampling. Data dikumpulkan dengan tes dan dianalisis dengan uji t, analisis varians dan Multivariate Analysis of Variance (MANOVA) dengan uji-F. Hasilnya menunjukkan bahwa: (1) terdapat pengaruh implementasi model pembelajaran kooperatif problem based lerning (PBL) terhadap motivasi belajar siswa kelas VIII, (2) terdapat pengaruh implementasi model pembelajaran kooperatif problem based lerning (PBL) terhadap hasil belajar siswa kelas VIII, (3) terdapat pengaruh implementasi model pembelajaran kooperatif tipe jigsaw terhadap motivasi belajar siswa kelas VIII, (4) terdapat pengaruh implentasi model pembelajaran kooperatif tipe jigsaw terhadap hasil belajar siswa kelas VIII, (5) Berdasarkan perhitungan menggunakan uji ANAVA A terdapat perbedaan implementasi model pembelajaran kooperatif problem based learning (PBL) dengan implementasi kooperatif tipe jigsaw terhadap motivasi belajar siswa kelas VIII, (6) terdapat perbedaan implementasi model pembelajaran kooperatif problem based learning (PBL) dengan implementasi kooperatif tipe jigsaw terhadap hasil belajar siswa kelas VIII di SMP Negeri 2 Ubud, dan (7) terdapat pengaruh secara simultan antara implementasi model pembelajaran kooperatif problem based learning (PBL) terhadap motivasi belajar dan hasil belajar siswa dengan implementasi model pembelajran kooperatif tipe jigsaw terhadap motivasi belajar dan hasil belajar IPS siswa kelas VIII di SMP Negeri 2 Ubud. Kata Kunci : hasil belajar, model kooperatif tipe jigsaw, model problem based learning (PBL),motivasi belajar Abstract This research aims to know: (1) the influence of Problem Based Learning (PBL) model implementation towards the learning motivation and result, (2) the influence of cooperative learning Jigsaw type towards learning motivation and result, (3) different influence of the Problem Based Learning (PBL) model implementation compared to cooperative learning Jigsaw type towards the student learning motivation and result, and (4) simultaneous influence between the Problem Based Learning (PBL) model implementation towards the motivation and IPS learning result with the implementation of cooperative learning Jigsaw type towards the motivation and IPS learning result. This research is includes in experimental research type with design of “post test only control group design”. The population in this research is overall students of VIII SMP Negeri 2 Ubud with total sample 122 peoples. Sampling technique that is used to determine the sample is random sampling technique. Data were collected using test and analyze with t-test, analysis of variance and Multivariate Analysis of Variance (MANOVA) with F-test. The result shown that: (1) there are influence of cooperative learning model Problem Based Learning (PBL) to the learning motivation of students class VIII, (2) there are influence of cooperative learning model Problem Based Learning (PBL) to the learning result of students class VIII, (3) there are influence of cooperative learning model type Jigsaw to the learning motivation of students class VIII, (4) there are influence of cooperative learning model type Jigsaw to the learning result of students VIII, (5) Based on the calculation using ANAVA A test, there are influences between students who follow the cooperative learning model Problem Based Learning (PBL) with students who follow the cooperative learning model type Jigsaw towards the learning motivation of students class VIII, (6) there are influence between students who follow the cooperative learning model Problem Based Learning (PBL) with cooperative type Jigsaw towards the learning resut of students class VIII in SMP Negeri 2 Ubud, and (7) There is simultan effect between the implementation of cooverative problem based learning model (PBL) to students’ motivation and the result of their study with the implementation of cooperative learning in the type of jigsaw to students’ motivation and study result in social science at the VIII grade students of SMP Negeri 2 Ubud. keyword : learning result,cooperative model Jigsaw type,learning motivation,problem Based Learning (PBL) model

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