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Harmoni Sosial: Jurnal Pendidikan IPS

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Published by Universitas Negeri Yogyakarta

ISSN : 23561807 EISSN : 24607916 DOI : -

Core Subject : Education, Social,

Education Social Sciences

Harmoni Sosial: Jurnal Pendidikan IPS publishes and disseminates research result and analysis on integrated social sciences, history, economics, sociology, geography, and other relevant social sciences. The journal is expected to be beneficial to the development of social sciences comprehensively and educational social sciences specifically.

Arjuna Subject : -

Articles 217 Documents

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Keefektifan metode CIRC, role playing, dan VCT dalam meningkatkan hasil belajar IPS yang komprehensif Trapsila Siwi Hutami; Hastuti Hastuti
Harmoni Sosial: Jurnal Pendidikan IPS Vol 6, No 1 (2019): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v6i1.12809

Penelitian ini bertujuan untuk mengetahui keefektifan metode CIRC, Role Playing dan VCT dalam meningkatkan hasil belajar IPS pada aspek: (1) pengetahuan, (2) sikap, dan (3) keterampilan. Penelitian ini adalah penelitian quasi experiment. Populasi penelitian ini adalah SMP di Kabupaten Bantul yang menerapkan Kurikulum 2013. Sampel penelitian ditentukan dengan teknik purposive random sampling. Pengumpulan data menggunakan tes, lembar penilaian diri, dan tes kinerja dalam bentuk proyek. Pengujian hipotesis dengan teknik One Way Anova pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa: (1) ada perbedaaan keefektifan antara metode CIRC, Role Playing dan VCT dalam meningkatkan hasil belajar IPS pada aspek pengetahuan; (2) ada perbedaaan keefektifan antara metode CIRC, Role Playing dan VCT dalam meningkatkan hasil belajar IPS pada aspek sikap; (3) ada perbedaaan keefektifan antara metode CIRC, Role Playing dan VCT dalam meningkatkan hasil belajar IPS pada aspek keterampilan. Dengan demikian ketiga metode tersebut mempunyai perbedaan keefektifan untuk meningkatkan hasil belajar IPS yang komprehensif. AbstractThis reseacrh aims to determine the effectiveness of CIRC method, Role Playing, and VCT in improving the learning outcomes in social studies in the aspects of: (1) knowledge, (2) attitude, (3) skill. This research is a quasi experiment. The population was the students of a junior high schools in Bantul Regency which have implemented Curriculum 2013. The sample was established using the purposive sampling technique. The data collection used a test, a self esteem sheet, and a test in the form of a project. The hypotesis testing used the One Way Anova technique at the significance level of 0.05. The result of this research shows that: (1) there are some differences in the effectiveness between the CIRC Method, Role Playing, and VCT in improving the learning outcomes in the knowledge aspect of social studies; (2) ) there are some differences in the effectiveness between the CIRC Method, Role Playing, and VCT in improving the learning outcomes in the attitudinal aspect of social studies; (3) there are some differences in the effectiveness between the CIRC Method, Role Playing, and VCT in improving the learning outcomes in the skill aspect of social studies. Therefore, these three methods have the differences in the effectiveness for improving the comprehensive social studies learning outcomes.

Gender differences: Participation in agricultural production in Ethiopia Gudina Yadeta; Gudina Abashula Fojo
Harmoni Sosial: Jurnal Pendidikan IPS Vol 6, No 2 (2019): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v6i2.26724

Women occupy disadvantaged position despite their immense labor contributions to paid and unpaid activities. This study investigated gender differences pertaining to domestic and agricultural activities. The study employed a cross sectional survey design with a mixed research approach of data collection and analysis. Among 17th kebeles that are found in Yayo district, Witate and Hamuma were selected purposively. By doing so, among the total 2060 husbands and wives who live together, 324 of them were picked randomly by using Raosoft sample size determination formula. Descriptive statistics, independent T-test and chi-square were used as quantitative methods of data analysis were as thematic analysis was used as a qualitative method of data analysis. The study revealed that rural women had higher participation in agricultural activities such as weeding, threshing and storing, marketing and livestock management than men. Chi-square test showed that there were an association between gender and participation in decision making with regard to using agricultural inputs, poultry production and household expenditures. With regard to participation in human capitals such as training on agriculture and rural development, chi-square showed significant gender differences between responding husbands and wives. Therefore, it demands an effective policy intervention and awareness creation to address women’s working conditions.

EFEKTIVITAS MODEL CTL DAN MODEL PBL TERHADAP HASIL BELAJAR IPS Ari Wijayanti; Taat Wulandari
Harmoni Sosial: Jurnal Pendidikan IPS Vol 3, No 2 (2016): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Penelitian ini mengetahui perbedaan hasil belajar siswa yang menggunakan model PBL dan model CTL; serta membedakan efektivitas antara model CTL dan model PBL untuk meningkatkan hasil belajar IPS di SMPN 2 Bantul. Jenis penelitian adalah quasi experiment dengan subject match design. Populasi penelitian seluruh siswa kelas VIII SMPN 2 Bantul yang berjumlah 6 kelas. Sampel dipilih sebanyak dua kelas menggunakan teknik simple random sampling. Kelas VIII B sebagai kelompok eksperimen 1 (CTL), dan kelas VIII C sebagai kelompok eksperimen 2 (PBL). Teknik pengumpulan data menggunakan tes. Teknik analisis data menggunakan independent sample t-test, dilanjutkan dengan effect size. Hasil penelitian terdapat perbedaan peningkatan hasil belajar yang signifikan antara siswa yang belajar dengan model PBL dan model CTL. Model PBL lebih efektif daripada model CTL untuk meningkatkan hasil belajar IPS. Dapat dilihat dari effect size model PBL sebesar 3,02 lebih tinggi daripada effect size model CTL sebesar 2,02. THE EFFECTIVENESS OF THE CTL MODEL AND PBL MODEL ON THELEARNING ACHIEVEMENT IN THE SOCIAL STUDIESAbstractThis study aims to know the significant difference of the learning achievement improvement between students who are taught by using the PBL model and that of those taught by using the CTL model, and the effectiveness between CTL and PBL models on the learning achievement in the Social Studies of the students of SMPN 2 Bantul. This research is a quasi experiment with the match subject design. The population is all of 8 grade students of SMPN 2 Bantul. The sample was selected from two classes by using the random sampling technique. The first group was class VIII B (CTL), and the second group was class VIII C (PBL). The data collecting technique used was a test. The data analysis used the independent sample t-test, followed by the effect size.The result of this research shows that there is a significant difference of the learning achievement improvement between the students who were taught by using the PBL model and that of those taught by using the CTL model. It means the PBL model is more effective than the CTL model in improving the learning achievement in the Social Studies. It can be seen from the effect size of the PBL model 3.02 which is higher than that of the CTL model, that is 2.02.

Kinerja guru IPS pascasertifikasi pendidik dalam melaksanakan pembelajaran pada tingkat SMP di Kota Makassar Shasliani Syamsul; Aman Aman
Harmoni Sosial: Jurnal Pendidikan IPS Vol 4, No 1 (2017): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mengetahui kinerja guru IPS SMP pascasertifikasi Kota Makassar dilihat dari aspek perencanaan, pelaksanaan dan penilaian pembelajaran, serta untuk mengetahui perbedaan kinerja guru pascasertifikasi di Kota Makasar dilihat dari lama waktu setelah sertifikasi. Penelitian ini merupakan penelitian kuantitatif deskriptif. Sampel penelitian 6 kepala sekolah, 27 guru, dan 130 siswa. Pengumpulan data menggunakan kuesioner. Teknik analisis menggunakan analisis deskriptif. Hasil penelitian ini menunjukkann bahwa Guru IPS tingkat SMP pascasertifikasi di Kota Makassar memiliki kinerja yang baik dilihat dari aspek perencanaan pembelajaran, yang ditunjukkan dengan nilai rerata sebesar 4,04. Guru IPS pascasertifikasi memiliki kinerja yang baik dilihat dari aspek pelaksanaan pembelajaran, yang ditunjukkan dengan nilai rerata sebesar 3,77. Guru IPS pascasertifikasi memiliki kinerja yang baik dilihat dari aspek penilaian pembelajaran, yang ditunjukkan dengan nilai rerata sebesar 3,96. Kinerja guru pascasertifikasi lebih dari lima tahun dengan guru pascasertifikasi lima tahun kurang secara signifikan tidak memiliki perbedaan.Kata kunci: kinerja guru, sertifikasi, pelaksanaan pembelajaran PERFORMANCE OF SOCIAL SCIENCE TEACHER AFTER CERTIFICATION TO IMPLEMENTATION LEARNING LEVEL JUNIOR HIGH SCHOOL IN MAKASSAR CITYAbstractThis study aims to determine the performance of junior high school social studies teacher post-certification Makassar City viewed from the aspect of planning, implementation and assessment of learning, and to investigate differences in teacher performance post-certification in Makasar seen from a long time after certification. This research is quantitative descriptive. The research sample 6 principals, 27 teachers and 130 students. Collecting data using questionnaires. Mechanical analysis using descriptive analysis. The results of this study has pointed out that the Master IPS junior level after certification in Makassar has a good performance from the aspects of the learning plan, which indicated an average value of 4.04. After certification social studies teacher has a good performance from the aspects of the implementation of learning, which is shown to an average value of 3.77. After certification social studies teacher has a good performance from the aspects of learning assessment, which indicated an average value of 3.96. Post-certification of teachers' performance over five years with teacher certification after five years was significantly less no difference.Keywords: teahcer performance, certification, implementation learning

Dampak Bantuan Operasional Sekolah di MTs Nurul Yaqin Praya dan MTs Al-Ittihadiyah NW Sepakat Nursaptini Nursaptini; Suyanto Suyanto
Harmoni Sosial: Jurnal Pendidikan IPS Vol 6, No 2 (2019): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v6i2.9845

Penelitian ini bertujuan untuk mengetahui dampak Bantuan Operasional Sekolah (BOS) terhadap tantangan kemandirian Madrasah Tsanawiyah Nurul Yaqin Praya dan Madrasah Tsanawiyah Al-Ittihadiyah Nahdlatul Wathan (NW) Sepakat Lombok Tengah. Penelitian ini merupakan penelitian kualitatif studi kasus. Subyek penelitian adalah pengelola yayasan, kepala madrasah, guru, bendahara BOS, komite madrasah, orangtua siswa, siswa dan Tim Manajemen BOS Kementrian Agama Kabupaten Lombok Tengah. Data dikumpulkan melalui wawancara, observasi, dan studi dokumentasi. Analisis data dilakukan dengan mengadaptasi Model Spiral Analisis yang dikembangkan Creswell meliputi mengorganisasikan data, membaca dan membuat memo, mendeskripsikan, mengklasifikasikan, dan menafsirkan data menjadi kode dan tema, menafsirkan data, menyajikan data, dan memvisualisasikan data. Hasil penelitian ini adalah pada awal berdirinya madrasah merupakan institusi pendidikan yang tumbuh dan berkembang dari dan oleh masyarakat. Segala kebutuhan madrasah berasal dari masyarakat mulai dari biaya pembangunan gedung, biaya operasional dan lainnya berasal dari swadaya masyarakat. Namun keadaan berbeda setelah adanya BOS. Bantuan Operasional Sekolah dijadikan sumber utama pemenuhan biaya nonpersonalia madrasah, tidak ada usaha dari pengelola madrasah dalam mendapatkan tambahan biaya nonpersonalia. Hal ini menyebabkan segala aktivitas pembelajaran dapat berjalan apabila dana BOS dicairkan. AbstractThis study aims to reveal the impact of School Operational Assistance (SOA) on the challenge of independence of Madrasah Tsanawiyah Nurul Yaqin Praya and Madrasah Tsanawiyah Al-Ittihadiyah Nahdlatul Wathan (NW) Sepakat. The approach used in this study is a qualitative case study. The research subject the foundation managers, headmasters, teachers, treasurers SOA, school committee, parents, student, SOA management team in the central Lombok Ministry of Religion. The data were collected through observation, interviews and documentation. The data analysis was carried out by adapting the Spiral Model of analysis developed by Creswell including organizing data, reading and creating memo, describing, classifying, and interpreting the data into code and themes, interpreting data, presenting data and visualizing data. The results of this study are at the beginning of the establishment of the madrasa was an educational institution that grew and developed from and by the community. But the situation is different after the SOA. School Operational Assistance is used as the main source of madrasa nonpersonal cost. There is no effort from the madrasa manager to obtain additional nonpersonal cost. This causes all learning activities to run if the SOA funds are disbursed.

EVALUASI KINERJA GURU IPS SMP BERDASARKAN STANDAR KOMPETENSI GURU DI KABUPATEN KEBUMEN Ria Widarsih; Nahiyah Jaidi Faraz
Harmoni Sosial: Jurnal Pendidikan IPS Vol 3, No 2 (2016): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mengetahui kompetensi pedagogik, kompetensi kepribadian, kompetensi sosial, dan kompetensi profesional guru IPS SMP di Kabupaten Kebumen berdasarkan penilaian dari asesor dan penilaian diri sendiri. Jenis penelitian ini termasuk penelitian evaluatif. Model evaluasi yang digunakan adalah model evaluasi benchmarking (bangku ukur). Pendekatan penelitian yang digunakan adalah kuantitatif deskriptif. Populasi penelitian adalah seluruh guru IPS SMP di kabupaten Kebumen. Pemilihan sampel guru IPS dilakukan dengan propotional random sampling sebanyak 134 guru. Teknik pengumpulan data menggunakan angket. Teknik analisis data menggunakan analisis statistik deskriptif dengan persentase. Hasil penelitian membuktikan bahwa: (1) kompetensi pedagogik guru IPS SMP di Kabupaten Kebumen dalam kategori baik dengan persentase sebesar 88,00%; (2) kompetensi kepribadian guru IPS SMP di Kabupaten Kebumen dalam kategori amat baik dengan persentase sebesar 93,09%; (3) kompetensi sosial guru IPS SMP di Kabupaten Kebumen dalam kategori baik dengan persentase sebesar 88,65%; (4) kompetensi profesional guru IPS SMP di Kabupaten Kebumen dalam kategori baik dengan persentase sebesar 79,53%. EVALUATION OF PERFORMANCE OF SOCIAL SCIENCE TEACHERS AT JUNIOR HIGH SCHOOLS BASED ON TEACHER’S STANDARD COMPETENCE IN KEBUMEN REGENCYAbstractThe research objectives were to reveal pedagogical competence, personality competence, social competence, and professional competence of social science teachers at junior high schools in Kebumen Regency based on the assessor’s assessment and self assessment. This was a evaluation research using bechmarking evaluation model with descriptive kuantitatif. The research population was all social science teachers at junior high schools in Kebumen Regency. The sample, consisting of 134 teachers, was selected using the proportional random sampling technique. The data were collected through questionnaires. They were analyzed using descriptive statistics with percentage. The research finding proved that: (1) pedagogical competence of social science teachers at junior high schools in Kebumen Regency is in the good category with the percentage 88.00%; (2) personality competence of social science teachers at junior high schools in Kebumen Regency is in the very good category with the percentage 93.09%; (3) social competence of social science teachers at junior high schools in Kebumen Regency is in the good category with the percentage each of 88.65%; (4) professional competence of social science teachers at junior high schools in Kebumen Regency is in the good category with the percentage 79.53%.

FRONT MATTER (Cover, Editorial Board, Table of Content) Editorial Team
Harmoni Sosial: Jurnal Pendidikan IPS Vol 3, No 1 (2016): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Implementasi nilai-nilai multikultural dalam pembelajaran PKn Sukron Mazid; Suharno Suharno
Harmoni Sosial: Jurnal Pendidikan IPS Vol 6, No 1 (2019): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v6i1.10248

Penelitian ini bertujuan untuk mengungkapkan 1.) Bagaimana implementasi; 2.) Faktor pendukung; 3.) Hambatan dalam implementasi nilai-nilai multikultural dalam pembelajaran PKn di MA Ali Maksum Krapyak Yogyakarta. Pendekatan penelitian menggunakan kualitatif. Penentuan subjek dengan purposive. Teknik pengumpulan data observasi, dokumentasi, wawancara. Keabsahan data diperoleh dengan teknik trianggulasi sumber. Teknik analisis dengan reduksi data, sajian data, dan penarikan simpulan. Hasil penelitian menunjukan bahwa implementasi dilakukan dengan dua tataran: a.) Konseptual melalui visi, misi, tujuan, sedangkan b.) Operasional melalui pertama perencanaan pembelajaran, kedua pelaksanaan pembelajaran melalui: 1.) Menanamkan nilai untuk bersikap toleransi, menghargai, demokrasi, keadilan, kese-taraan dan menghormati keragaman; 2.) Metode yang demokratis, kooperatif dan bervariasi; 3.) Materi yang diajarkan mengandung wawasan keragaman, persitiwa dan masalah sosial; 4.) Melatih peserta didik untuk memecahkan masalah-masalah sosial; dan 5.) Media pembelajaran dengan media yang bervariasi. Ketiga evaluasi pembelajaran. Faktor-fakor pendukung adalah peran kepala sekolah, peran guru, kurikulum sekolah, media pembelajaran, kegiatan dan program sekolah, iklim sekolah, dan peserta didik. Hambatan yaitu kurangnya kesiapan dan kesadaran peserta didik, kurangnya sarana dan prasarana, dan minimnya ruang untuk melakukan refleksi. AbstractThis research aims to reveal 1.) How the implementation; 2.) Factor supporting; 3.) Obstacles for the implementation of values multicultural in teaching Pkn in MA Ali Maksum Krapyak Yogyakarta. Approach the research uses qualitative. The determination of the subject with the purposive. Technique data collection observation, documentation, interview. The validity of data is collected to technique trianggulasi source. Technique analysis by reduction data, cereal offering data, and the withdrawal of drawing conclusions. The results of the study showed that the implementation of be done with two landscape a.) conceptual through vision, mission, the purpose and b.) operational through first planning learning. Second presentation weighting through; 1.) Imparting value to be tolerance, appreciate, democracy, justice, equality and respecting diversity; 2.) The method of democratic, cooperative and vary; 3.) The materials given containing insight diversity, 3 and a social issue; 4.) Train school tuition to tackle problems social; and 5.) The media teaching to the media varying. Third evaluation teaching. Supporting factor-factor is the role of the head school, the teacher, school curriculum, media teaching, activities and school program, climate school, and school tuition. Obstacles that is lack of readiness and awareness school tuition, lack of facilities and infrastructure, and inadequate room to make reflection.

IMPLEMENTASI TEKNIK PEMBELAJARAN KOLABORATIF DENGAN VARIASI MEDIA UNTUK PENINGKATAN HASIL BELAJAR DI SMPN 2 KALIJAMBE Nanik Sulistyawati; Darmiyati Zuchdi
Harmoni Sosial: Jurnal Pendidikan IPS Vol 3, No 1 (2016): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk: (1) meningkatkan hasil belajar kognitif dan kecenderungan berperilaku sesuai nilai target pembelajaran (peduli, kerja keras, disiplin, jujur, dan terbuka); (2) mengetahui kendalakendala dalam mengimplementasikan teknik pembelajaran kolaboratif dengan variasi media dan upaya mengatasinya. Subjek penelitian adalah siswa kelas VIII D SMP Negeri 2 Kalijambe Sragen tahun ajaran 2013/2014. Data yang diperoleh dari observasi, angket, tes, catatan lapangan, dan catatan harian guru, dianalisi secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa: (1) implementasi teknik pembelajaran kolaboratif dengan variasi media dapat meningkatkan hasil belajar kognitif siswa kelas VIII D. Pada pratindakan nilai rata-rata kelas 45, ketuntasan klasikal 0%. Di akhir siklus I, nilai rata-rata kelas dan ketuntasan klasikal masing-masing 64 dan 23,08%. Akhir Siklus II, 71 dan 50%. Sedangkan pada akhir siklus III, 77 dan 88,46%. Demikian pula pada kecenderungan berperilaku sesuai nilai target pada siswa kelas VIII D terus mengalami peningkatan, (2) kendala yang dihadapi meliputi: kurang intensifnya pengorganisasian kelompok, dan lamanya waktu yang dibutuhkan guru untuk mempersiapkan pembelajaran. Untuk mengatasi kendala tersebut, guru membiasakan siswa berinteraksi secara positif dan bertanggung jawab dalam penyelesaian tugas kelompok, serta optimalisasi penggunaan waktu dalam mempersiapkan pembelajaran dengan memanfaatkan media informasi yang ada. IMPLEMENTING A COLLABORATIVE LEARNING TECHNIQUE WITH A VARIETY OF MEDIA TO INCREASE THE LEARNING OUTCOMES IN SMPN 2 KALIJAMBEAbstractThis study aims to: (1) improve the social studies learning outcomes in the form of cognitive learning outcomes and a tendency to behave according to the value of the target learning (caring, work hard, decipline, honesty, and open attitude); and (2) reveal the constraints in implementing the collaborative learning technique with a variety of media and the efforts to overcome these constraints. The subjects were class VIII D students of SMP Negeri 2 Kalijambe, Sragen, in the academic year of 2013/2014. The data were collected through document reviews, observation, questionnaires, tests, field notes, and teacher’s daily note, were analyzed using quantitative and qualitative techniques. The results show that: (1) the implementation the collaborative learning technique with a variety of media can improve the cognitive of learning outcomes of class VIII D students. In the pre-action, the class’ average score is 45 with the classical completeness percentage being 0%. In the end of first cycle, the class’ average score and the classical completeness percentage each are 64 and 23.08%, in the end of second cycle 71 and 50%, and in the end of third cycle increased are 77 and 88.46%. So is the case with the tendency to behave in accordance with the value of the learning targets always increased. (2) the contraints in encountered include the less intensive group organization and the long time required by teachers to prepare lessons. To fix this, teachers make students accustomed to interaction positivelly and to accoutability in accordance with their respective tasks in their peer groups, as well as optimizing the use of time to make lesson plans by utilizing the existing information media.

Keefektifan implementasi pendekatan saintifik dengan metode inkuiri dan problem-based learning ditinjau dari minat siswa Bai, Arnoldus Fransiskus; Sumunar, Diah Respati Suryo
Harmoni Sosial: Jurnal Pendidikan IPS Vol 4, No 1 (2017): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mengungkapkan kefektifan implementasi pendekatan saintifik dengan metode inkuiri dan problem-based learning ditinjau dari minat siswa terhadap hasil belajar geografi kelas X SMA Negeri di Kabupaten Ngada. Metode penelitian yang digunakan adalah eksperimen. Penelitian dilaksanakan pada dua kelompok. Kelompok eksperimen 1 adalah kelompok sampel yang menggunakan metode inkuiri, kelompok eksperimen 2 adalah kelompok sampel yang menggunakan metode problem-based learning. Pengambilan sampel dilakukan dengan teknik cluster sampling. Analisis data menggunakan analisis deskriptif dan inferensial analisis varian (anava). Simpulan penelitian ini adalah, (1) Tidak terdapat perbedaan yang signifikan dari pembelajaran metode inkuiri dan metode problem- based learning terhadap hasil belajar geografi. (2) Tidak terdapat perbedaan yang signifikan dari tingkat minat belajar siswa terhadap hasil belajar geografi; (3) Pada masing-masing metode pembelajaran tidak terdapat perbedaan dari tingkat minat belajar terhadap hasil belajar geografi. (4) Pada masing-masing kategori, tidak ada perbedaan minat belajar dengan metode pembelajaran terhadap hasil belajar geografi.Kata kunci: inkuiri, problem-based learning, minat siswa THE EFFECTIVENESS OF THE IMPLEMENTATION OF THE SCIENTIFIC APPROACH WITH THE INQUIRY METHOD OF LEARNING AND THE PROBLEM-BASED LEARNING IN TERMS OF THE STUDENTS’ INTERESTAbstractThis study aims to reveal the effectiveness of the implementation of scientific approaches with inquiry methods and problem-based learning in terms of student interest in the results of geography class X SMA Negeri Ngada. The study employed the experimental method. It involved two groups, namely experimental group 1 and experimental group 2. Experimental group 1 was the sample group learning through the inquiry method, while experimental group 2 was the one learning through the problem-based learning method. Two classes were selected as the sample, namely experimental group 1 and experimental group 2. The sample was established by means of the cluster sampling technique. The data were primary data collected through questionnaires and learning achievement tests. The data analysis techniques were the descriptive analysis and the inferential analysis of variance (ANOVA). The conclusions of the study are as follows. (1) There is no significant difference between the learning through the inquiry method and that through the problem-based learning in terms of the geography learning achievement. (2) There is no significant difference in the students’ learning interest level in terms of the geography learning achievement. (3) In each learning method, there is no significant difference in the learning interest level in terms of the geography learning achievement. (4) In each learning interest category, there is no difference in the learning methods in terms of the geography learning achievement.Keywords: inquiry learning, problem-based learning, students’ interest

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