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INDONESIA
Jurnal Akuntabilitas Manajemen Pendidikan
Published by Universitas Negeri Yogyakarta
ISSN : 23377895     EISSN : 24610550     DOI : -
Core Subject : Education,
Education
Jurnal Akuntabilitas Manajemen Pendidikan publishes and disseminates research results in the field of educational administration/management, consisting of: - educational leadership - educational policy and planning - educational economics - educational politics
Arjuna Subject : -
Articles 12 Documents
 1   2 
Search results for , issue "Vol 5, No 2 (2017): September" : 12 Documents clear
Manajemen kelas dalam pembelajaran matematika di SMA Negeri Yogyakarta Nisak Ruwah Ibnatur Husnul; Heri Retnawati
Jurnal Akuntabilitas Manajemen Pendidikan Vol 5, No 2 (2017): September
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/amp.v5i2.15655

Abstract

Penelitian ini bertujuan untuk mengetahui manajemen kelas yang berupa perencanaan, pengorganisasian, penggerakan/kepemimpinan dan pengevaluasian dari pembelajaran matematika yang dilakukan oleh guru matematika di SMA Negeri Yogyakarta. Dengan menggunakan penelitian kualitatif jenis studi kasus ini dilakukan di SMA Negeri 5, 8 dan 9 Yogyakarta dengan subjek data adalah kepala sekolah, guru kurikulum, guru matematika dan siswa. Untuk teknik pengumpulan datanya dengan pedoman observasi dan pedoman wawancara yang dilakukan dengan proses triangulasi dan teknik analisisnya menggunakan analisis induktif dari Miles and Huberman. Hasil penelitian menunjukan bahwa manajemen kelas dalam pembelajaran matematika yaitu (1) perencanaannya dengan penyusunan seperangkat pembelajaran mendatangkan ahli pada MGMP, memberikan waktu 10 menit untuk sarapan dan melakukan pengujian pretest. (2) Pengorganisasianya dengan pendekatan cooperative learning, pendekatan scientific, menekankan siswa yang pasif dan ketika siswa jenuh, guru mengajak bernyanyi. Guru memanfaatkan alat peraga yang mudah dicari dengan melibatkan siswa untuk praktek langsung serta memanfatkan media youtube. (3) Kepemimpinannya dengan guru menguasai keadaan peta kelas, menghafal nama siswa, membangunkan untuk sholat tahajud, memancing siswa untuk aktif dengan memberikan soal susah, memberikan reward dan cerita motivasi melalui youtube. (4) Evaluasi dengan guru melakukan pendekatan kepada siswa dan memiliki program bimbingan individu untuk siswa yang tidak memperhatikan pada saat pembelajaran dan siswa yang tidak menyukai matematika dari awal.Kata kunci: manajemen kelas, pembelajaran matematika CLASSROOM MANAGEMENT IN MATHEMATICS LEARNING AT SENIOR HIGH SCHOOLS IN YOGYAKARTA MUNICIPALITYAbstractThe research aims at finding out the classroom management that such as planning, organizing, actuating/ leadership and evaluating of learning mathematics which is done by mathematics teachers in Senior High Schools (SHS) in Yogyakarta Municipality. By using qualitative research in the form of case study research, this research was conducted at SHS 5, 8, and 9 Yogyakarta with the headmasters, curriculum teachers, mathematics teachers, and students as the subjects of the research. For the technique of collecting data used observation guide and interview guide which was done by using triangulation process and the technique of analyzing the data used inductive analysis by Miles and Huberman. The result of the research reveal that classroom management in learning mathematics, namely (1) the planning by arranging a set of teaching and learning and conducing an expert from mathematics teacher organization (MGMP), giving 10 minutes for breakfast, and conduct a pretest. (2) The organization uses cooperative learning approach, scientific approach, encouraging passive students and when the students were getting bored, the teachers asks to sing a song. They use powerpoint by using appropriate animation, utilizing the tools which are easy to look for and involving students to practice directly and utilizing media such as youtube. (3) The leadership is indicated by teachers mastering the map situation of the class, memorizing the students’ names, waking up for tahajud prayer, enhancing students to be active by providing difficult tasks, giving rewards and telling the motivational stories through video. (4) The evaluation is by teachers approaching toward the students and having individual guidance program for students who do not pay attention to teaching and learning process and the students who dislike mathematics from the beginning.Keywords: classroom management,  teaching and learning mathemathics
Evaluasi program wajib belajar 12 tahun pemerintah daerah Kota Yogyakarta Yenny Merinatul Hasanah; Cepi Safruddin Abdul Jabar
Jurnal Akuntabilitas Manajemen Pendidikan Vol 5, No 2 (2017): September
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/amp.v5i2.8546

Abstract

Penelitian ini bertujuan mengevaluasi: (1) pelaksanaan program (2) pencapaian tujuan program, dan(3) hambatan-hambatan pelaksanaan program wajibbelajar 12 tahun di Kota Yogyakarta. Penelitian ini merupakan penelitian evaluasi dengan menggunakan pendekatan kualitatif. Model evaluasi yang digunakan adalah discrepancy evaluation program. Hasil penelitian program wajib belajar 12 tahun di Kota Yogyakarta bukan Compulsory Education, tetapi lebih merupakan Basic Education Program (BEP) yang didasari Universal Besic Education (UBE) yang pada hakekatnya berarti penyediaan akses yang sama untuk mengikuti pendidikan dasar terhadap anak. Hasil penelitian menunjukkan bahwa (1) pelaksanaan Program Wajib Belajar 12 Tahun: (a) kecukupan tanaga pendidik belum terpenuhi pada jenjang SD, (b) ketersediaan sarana  prasarana belum terpenuhisecara keseluruhan, dan(c) ketersediaan pembiayaan pendidikan sudah terpenuhi. (2) pencapaian tujuan program wajib belajar 12 tahun: (a) meningkatkan Angka Partisipasi Sekolah (APS), (b) mengurangi Angka Putus Sekolah (APS), (c) meningkatkan Angka Melanjutkan (AM), (d) program wajib belajar sudah dapat meningkatkan anak lulus minimal SMA/SMK dan sederajat, dan (e) terwujudnya perluasan akses dan pemerataan pendidikan untuk semua. (3) Hambatan-hambatan Program Wajib Belajar 12 Tahunadalah: (a)rendahnya daya beli/tingkat partisipasi masyarakat terhadap pembiayaan pendidikan, (b) rendahnya minat anak dan kesadaran orang tua kurang terhadap pentingnya pendidikan untuk masa depan, (c) masih adanya anak putus sekolah di Kota Yogyakarta (d) sosialisasi program wajib belajar 12 tahun kurang maksimal, dan (e) tidak tepatnya subsidi (KMS) pemerintah Kota Yogyakarta.Kata kunci: evaluasi, pelaksanaan program,tujuan program, hambatan program AN EVALUATION OF THE 12 YEAR COMPULSORY EDUCATION PROGRAM OF THE CITY GOVERNMENT OF YOGYAKARTAAbstractThis study aims to: (1) evaluate the implementation (2) achievement of the purpose, and (3) obstacles in the implementation of the 12 year compulsory education program in Yogyakartacity.This study is an evaluation using the qualitative approach.Model used in this research is discrepancy evaluation model. The results of this study that the 12-year compulsory education program Yogyakarta instead of Compulsory Education, but rather the Basic Education Program (BEP) which is based on the Universal Besic Education (UBE) which essentially means providing equal access to basic education.(1) Theresults indicate that in the implementation of the 12 year compulsory education program: (a) the adequacyof educators isnot met, (b) the infrastructure is not ready, and (c) the educational funding isready. (2) The purpose the 12 yearcompulsory education program in the city of Yogyakarta is: (a) to improvethe welfare of the community, (b) to relieve the burden of education costs, (c) to make effort for students to pass a minimum of SMA/SMK and equal, (d) to increase enrollment rates, and (e)to expandaccess and equity in education for all. (3) The obstacles in the implementation of the 12 year compulsory education program are: (a) the low purchasing power and public participation in the funding of education, (b) the low interest in children and awareness of parents about the importance of education for the future, (c) theschool drop out of children in the city of Yogyakarta, (d) the minimum socialization of 12 years compulsory education, and (e) the lack of accuracy (KMS) of government subsidies.Keywords: evaluation,program implementation,program objectives, program constraintsv

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