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MODEL PEMBELAJARAN WEB COURSE DAN WEB CENTRIC COURSE TERHADAP PRESTASI BELAJAR Ima Sugioto Putri; Sulton Djasmi; Helmi Fitriawan
Indonesia Journal of Educational Technology Vol 5, No 2 (2017): Jurnal Teknologi Informasi Komunikasi Pendidikan
Publisher : Indonesia Journal of Educational Technology

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This study aimed to analyze: 1) the interaction between the learning model of WC and the WCC with the ability early on student achievement in the subject of SBD, 2) differences in the achievement of students in the subject of SBD using model WC and WCC, 3) differences in student achievement in the course of SBD with lower initial ability to use learning models WC and WC, and 4) differences in learning achievement SBD subjects with high baseline capabilities using model WC and WCC. The study was conducted in Bandar Lampung technocrat College majoring in Information Systems. Cluster sampling technique Random Sampling. Data were analyzed using essay test with normality and homogeneity test. The conclusions of this study were 1) There is no interaction between learning models WC and WCC (sig 0.017 <0.05), initial capability (sig 0.00 <0.05) and the interaction model and the ability of early (sig 0.002 <0.05) , 2) achievement using a model of WC higher compared with the WCC learning model (sig 0.00 <0.05), 3) the learning achievement with lower initial ability to use learning models WCC higher than the learning model WC (sig 0.55> 0 , 05), and 4) the learning achievement with high initial capabilities using model WCC higher than the learning model WC (sig 0.000 <0.05).Penelitian ini bertujuan untuk menganalisis: 1) interaksi antara pembelajaran modelWCdanWCCdengan kemampuan awal terhadap prestasi belajar mahasiswa pada mata kuliah SBD, 2) perbedaan prestasi belajar mahasiswa pada mata kuliah SBD menggunakan model pembelajaranWCdanWCC, 3) perbedaan prestasi belajar mahasiswa pada mata kuliah SBD dengan kemampuan awal rendah menggunakan model pembelajaranWCdanWC,dan 4) perbedaan prestasi belajar mata kuliah SBD dengan kemampuan awal tinggi menggunakan model pembelajaranWCdanWCC.Penelitian dilakukan di Perguruan Tinggi Teknokrat Bandar Lampung pada jurusan Sistem Informasi. Teknik pengambilan sampel denganCluster Random Sampling. Teknik analisis data menggunakan tesessaydengan uji normalitas dan homogenitas. Simpulan dari penelitian ini adalah 1) terdapat interaksi antara pembelajaran modelWCdanWCC(sig 0,017<0,05), kemampuan awal (sig 0,00<0,05) serta interaksi model dan kemampuan awal (sig 0,002<0,05), 2) prestasi menggunakan model WC lebih tinggi dibandingan dengan model pembelajaran WCC (sig 0,00<0,05), 3) prestasi belajar dengan kemampuan awal rendah menggunakan model pembelajaranWCClebih tinggi dibandingkanmodel pembelajaranWC(sig 0,55>0,05), dan 4) prestasi belajar dengan kemampuan awal tinggi menggunakan model pembelajaranWCClebih tinggi dibandingkanmodel pembelajaranWC(sig 0,000<0,05).Kata kunci:sistem basis data,web course, web centric course.

PERBEDAAN PRESTASI BELAJAR FISIKA DENGAN METODE DEMONSTRASI DAN EKSPERIMEN Heri Poniman; Dwi Yulianti; I Dewa Putu Nyeneng
Indonesia Journal of Educational Technology Vol 1, No 2 (2013): Jurnal Teknologi Informasi Komunikasi Pendidikan
Publisher : Indonesia Journal of Educational Technology

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This study aims to analyze: 1) differences in student achievement are given learning method and experimental demonstration, 2) differences in physics learning achievement of students who have high achievement motivation and low, 3) differences in physics learning achievement of students who have studied high and low activity , 4) the interaction between learning physics by using demonstrations and experiments with achievement motivation on academic achievement, 5) the interaction between learning physics demonstrations and experiments using this method with learning activities on student achievement, 6) interaction between achievement motivation with learning activity for achievement student learning, 7) the interaction between learning physics demonstrations and experiments using this method, achievement motivation and learning activities on student achievement.This research is a quasi-experiment using 2x2x2 factorial design. This study population is grade 7 SMPN 3 District Court in 2011, amounting to 5 classes. Sampling using random cluster sampling, the class 7A and 7E. Data obtained using questionnaires, tests and observation. Data analysis techniques using Analysis of Variance (ANOVA) three lines. The device used to process research data is Minitab 14, iteman program and excel.The results showed that: 1) there are differences in achievement by using the method of learning, experimental learning method gives better results than the methods of teaching demonstrations, 2) there is no difference in learning achievement of significant physics, the students have high achievement motivation and low , 3) there is a difference in student achievement, students with high learning activities earn higher returns than low learning activities, 4) there is no interaction between learning method with achievement motivation, 5) there is interaction between the method of learning with the learning activities, 6) are not there is an interaction between achievement motivation with learning activities on learning achievement, 7) there is no interaction between learning method, achievement motivation and learning activities on student achievement.Keywords: demonstrations, experiments, motivation

PEMBELAJARAN KOOPERATIF NUMBERED HEAD TOGETHER UNTUK PENINGKATAN HASIL BELAJAR IPS Atut Dwi Sartika; Pargito Pargito; Sumardi Sumardi
Indonesia Journal of Educational Technology Vol 1, No 1 (2013): Jurnal Teknologi Informasi Komunikasi Pendidikan
Publisher : Indonesia Journal of Educational Technology

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This study aims to analyze: (1) measures of learning, (2) the implementation process of learning, (3) learning evaluation system, (4) improved learning outcomes IPS class VII Secondary School District 8 Metro with cooperative learning Numbered Heads Together. Research using action research with three cycles, the first cycle of cooperative learning with LKS NHT, NHT second cycle of cooperative learning by using media images and worksheets, third cycle NHT type of cooperative learning, media images and teaching materials in the form of a summary of the material with LKS. The collection of data through observation and tests competency test and quantitatively analyzed descriptively.The results: 1) design lesson plans with worksheets with syntax NHT: NHT learning with worksheets at the start by forming a study group consists of 4 members of each group to determine the serial number of each member, the student forming discussion groups according to the rules / criteria of cooperative learning groups in NHT with LKS, guiding teacher study groups, student worksheets and assignment in active discussions, the teacher said the serial number on a randomized group, students answer according to the specified number of teachers, the students were able to present the results of individual and group discussions, teachers with students making inferences. 2) student learning activities of ten defined criteria, there are four of the most prominent activity is the ability to ask, dare express opinions, give feedback bold, daring to present observations and discussions. 3) evaluation of learning through teaching Social Sciences NHT implemented via compile phase grating problem, fill out a card problem, create test questions, and conduct tests students' mastery of skills indicators that have been learned. From the results of absorption tests indicate the end of each cycle there is an increase from cycle to cycle. 4) The results of student learning has increased, the first cycle to the second cycle of student learning outcomes increased by 9.67 from 48.39% in the first cycle to 58.06%, while from the second cycle to third cycle increased by 25.81%, from 58.06% in the second cycle to 83.87% in the third cycle, it shows more than 80 the number of students achieving a landslide victory over the completeness indicator.Penelitian ini bertujuan untuk menganalisis (1) langkah-langkah pembelajaran. (2) proses pelaksanaan pembelajaran. (3) sistem evaluasi belajar. (4) peningkatan hasil belajar IPS siswa kelas VII Sekolah Menengah Pertama Negeri 8 Metro dengan pembelajaran kooperatif Numbered Heads Together. Penelitian menggunakan penelitian tindakan dengan 3 siklus, pada siklus pertama pembelajaran kooperatif NHT dengan LKS, siklus kedua pembelajaran kooperatif NHT dengan menggunakan media gambar dan LKS, siklus ketiga pembelajaran kooperatif tipe NHT, media gambar dan bahan ajar berupa ringkasan materi disertai LKS. Pengumpulan data menggunakan observasi dan tes uji kompetensi, dan dianalisis secara deskriptif kuantitatif. Hasil penelitian: 1) desain RPP NHT disertai LKS dengan sintak: pembelajaran NHT disertai LKS di awali dengan membentuk kelompok belajar berjumlah 4 anggota tiap kelompok dengan menentukan nomor urut masing-masing anggota, siswa membentuk kelompok diskusi sesuai aturan/kriteria kelompok dalam pembelajaran kooperatif NHT disertai LKS, guru membimbing kelompok belajar, siswa mengerjakan tugas pada LKS dan berdiskusi secara aktif, guru menyebutkan salah satu nomor urut pada kelompok secara acak, siswa menjawab sesuai nomor yang ditentukan guru, siswa mampu mempresentasikan hasil diskusi secara individu dan kelompok, guru bersama siswa membuat kesimpulan. 2) aktivitas belajar siswa dari sepuluh kriteria yang ditetapkan, terdapat empat aktivitas yang paling menonjol yaitu kemampuan bertanya, berani mengemukakan pendapat, berani memberikan tanggapan, berani mempresentasikan pengamatan dan diskusi. 3) evaluasi pembelajaran Ilmu Pengetahuan Sosial melalui pembelajaran NHT dilaksanakan melalui tahap menyusun kisi-kisi soal, mengisi kartu soal, membuat soal tes, dan melaksanakan tes kemampuan siswa tentang penguasaan indikator-indikator yang telah dipelajarinya. Dari hasil tes daya serap setiap akhir siklus menunjukkan ada peningkatan dari siklus ke siklus. 4) Hasil belajar siswa mengalami peningkatan, siklus pertama ke siklus ke dua hasil belajar siswa mengalami peningkatan sebesar 9,67 dari 48,39% pada siklus pertama menjadi 58.06% Sedangkan dari siklus kedua ke siklus ketiga mengalami peningkatan sebesar 25,81%, dari 58,06% pada siklus ke dua menjadi 83,87% pada siklus yang ketiga, hal tersebut menunjukkan lebih dari 80 jumlah siswa telak mencapai hasil di atas indikator ketuntasan.Kata kunci: hasil belajar IPS, kooperatif NHT

Pengembangan Lembar Kerja Peserta Didik untuk Menampilkan Apresiasi Musik Diatonis Daerah Lampung di SMP Seputih Raman I Made Manukasmawan; Adelina Hasyim; I Wayan Mustika
Indonesia Journal of Educational Technology Vol 5, No 2 (2017): Jurnal Teknologi Informasi Komunikasi Pendidikan
Publisher : Indonesia Journal of Educational Technology

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The review of learning component at learning systems of diatonic music appreciation of lampung in SMP Seputih Raman show that its not yet potential for affective learning objectives. Characeristics analysis needs worksheets as media choice in actualizing the learning needs. The purpose of this research is to describe condition, potency and the process of developing worksheets teaching materials, as well as analyzing the effectiveness, efficiency and attractiveness in its utilization. The research is development research ASSURE by affective learning design base class which is colaborated Borg and Gall model. Result of study and needs analysis gives developing basic of wordsheets product. The product was t-tested by limited test, small group and field systematically. According to testing was gotten information about students understanding towards certain parts in chart, materials qualified, learning content, and learning process by observation, intervew, and questionnaires. Result review and suggestions is used to develop and to revise product. The main result of development research is afective learning activity and teaching materials of music worksheets material which appreciate diatonic music Lampung. Tinjauan komponen pembelajaran pada sistem pembelajaran mengapresiasi musik diatonis daerah Lampung di SMP Seputih Raman menunjukkan belum potensial untuk tujuan pembelajaran afektif. Analisis karakteristik mengarahkan perlunya LKPD sebagai pilihan media dalam mengaktualisasi kebutuhan pembelajaran. Tujuan penelitian ini yaitu mendeskripsikan kondisi, potensi, dan proses pengembangan bahan ajar LKPD, serta menganalisis efektifitas, efisiensi, dan kemenarikan dalam pemanfaatannya. Riset dikembangkan melalui penelitian pengembangan ASSURE dengan desain pembelajaran afektif berbasis kelas yang dikolaborasikan model Borg and Gall. Hasil studi pendahuluan dan analisis kebutuhan memberi dasar pengembangan produk awal LKPD. Produk di uji coba melalui uji terbatas, kelompok kecil, dan lapangan secara berurutan. Dari pengujian diperoleh informasi tentang pemahaman peserta didik terhadap bagian-bagian tertentu dalam bagan, kualitas bahan, isi pembelajaran, dan proses pembelajaran melalui observasi, wawancara, dan pengisian kuesioner. Hasil tinjauan dan saran digunakan untuk mengembangkan dan memperbaiki produk. Hasil utama penelitian pengembangan ini berupa kegiatan pembelajaran afektif dan bahan ajar LKPD seni musik materi mengapresiasi karya musik diatonis daerah Lampung. Kata kunci: bahan ajar, LKPD, sikap apresiasi, musik diatonis daerah lampung.

PENGEMBANGAN MEDIA GAMBAR SERI UNTUK MENINGKATKAN KOSAKATA Agustina Ellyana; Herpratiwi Herpratiwi; Ujang Suparman
Indonesia Journal of Educational Technology Vol 5, No 1 (2017): Jurnal Teknologi Informasi Komunikasi Pendidikan
Publisher : Indonesia Journal of Educational Technology

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The purpose of this study was to analyze theoretically about the effectiveness, efficiency and attractiveness of picture series of learning vocabulary in English language skills. Based on theory and research findings from various journals, vocabulary is a centralin language skill so it is important to learn. The researcher used research and development method because the resulting product is the development of pictures that have already existed and were often used in the process of English speaking skill.The using of picture series in the learning process will increase student motivation in speaking English especially to add their vocabularies. So the learning process becomes more active. Based on the result of this research it can be concluded that the using of the picture series is effective and efficient to improve students' English speaking skill.Tujuan dari penelitian ini adalah untuk menganalisis secara teoritis tentang efektivitas,efisiensi dan daya tarik media gambar seri dalam pembelajaran penguasaan kosakata pada keterampilan berbahasa Inggris.Berdasarkan teori dan penelitian dari berbagai jurnal,kosakata merupakan pusat dalam keterampilan berbahasa sehingga sangat penting dipelajari.Peneliti menggunakan metode penelitian dan pengembangan karena produk yang dihasilkan merupakan pengembangan dari media gambar yang sudah ada dan sering digunakan dalam proses pembelajaran keterampilan berbicara bahasa Inggris.Penggunaan media gambar seri dalam proses pembelajaran,akan meningkatkan motivasi siswa dalam berbicara bahasa Inggristerutama untuk menambah kosakata mereka.Proses pembelajaran menjadi lebih aktif dan motivasi belajar siswa meningkat dengan pengalaman pembelajaran yang faktual. Berdasarkan penelitian ini dapat disimpulkan bahwa penggunaan media gambar seri efektif dan efisien untuk meningkatkan keterampilan berbicara bahasa Inggris siswa.Kata kunci: media gambar seri, kosakata, efektif

PERBEDAAN PENINGKATAN PRESTASI BELAJAR BIOLOGI DITINJAU DARI PEMANFAATAN MEDIA Ernila Isneni; Herpratiwi Herpratiwi; Rini Rita Marpaung
Indonesia Journal of Educational Technology Vol 1, No 2 (2013): Jurnal Teknologi Informasi Komunikasi Pendidikan
Publisher : Indonesia Journal of Educational Technology

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The objectives of this research are to explain : 1) the interaction of learning style and the using of instructional media toward students achievement, 2) the difference of the students achievement on visual learning style by using CD interactive media and model.The research was done in SMAN 1 Pringsewu. The data was collected by using questionnaire and test. And the data was analyzed by using ANAVA and T-test.The conclusion of the research are ; 1) there is an interaction between instructional media and learning style toward students achievement, in which the instructional media given both by CD interactive media and the model have effect one to another. And it was also influenced by aspect of learning style with Fhitung is28,684 > F table 2,19, 2) the increase of students achievement on visual learning style by using CD interactive media is higher than those on visual learning style using model media, with the gain average 0,340 compared with the model 0,295.Tujuan penelitian ini untuk menjelaskan:1) interaksi antara gaya belajar dan penggunaan media pembelajaran terhadap prestasi belajar siswa, 2) perbedaan peningkatan prestasi belajar siswa dengan gaya belajar visual yang memanfaatkan media CD interaktif dan model. Penelitian dilaksanakan di SMA N 1 Pringsewu. Data dikumpulkan dengan menggunakan angket dan tes dan di analisis menggunakan ANAVA dan uji t.Kesimpulan penelitian adalah: 1) terdapat interaksi antara media pembelajaran dan gaya belajar terhadap prestasi belajar siswa,dimana peningkatan prestasi belajar siswa dipengaruhi oleh media pembelajaran dan gaya belajar, dengan Fhitung sebesar 28,684 > F tabel 2,19; 2) peningkatan prestasi belajar belajar siswa dengan gaya belajar visual yang memanfaatkan media CD interaktif lebih tinggi daripada siswa dengan gaya belajar visual yang memanfaatkan media model, dengan rata-rata gain sebesar 0,340 dibandingkan model yang hanya 0,295.Kata kunci : CD interaktif , prestasi biologi, visual, kinestetik, model.

METODE BELAJAR ORGANISASI PADA BADAN PENDIDIKAN DAN LATIHAN Agus Triono; Patuan Raja; M. Thoha B. Sampurnajaya
Indonesia Journal of Educational Technology Vol 1, No 1 (2013): Jurnal Teknologi Informasi Komunikasi Pendidikan
Publisher : Indonesia Journal of Educational Technology

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The method of this research is a qualitative one, through exploratory study and describing the research focus. This research conducted in the Institute of Education and Training of Lampung Province along 2011. The data of the research are achieved from a natural setting in the Institute. The data achievements were supported by managers of the Institute such as; an Institute Leader, a Secretary, division leaders of ;inter institutes relationship, employee up grading, technical skill training. The data are also achieved from the up grade manager level 3, and 4 training alumni, each 3 persons. The purposes of this research are; (a) to describe the method of organizational learning of the education and training institute of Lampung Province (b) to describe main reason why the learning method was chosen. (c) to describe process of organizational learning of the Institute. This research finds that; (a) method of organizational learning implemented in the research focus is adaptive learning one. In this matter, all members always effort to fulfill all of related regulations. They change to adapt with their environment. (b) The reconstructive learning for the organization is unable to implement. This kind of learning demands members to review goals determined. The method of Process learning/deutro learning as the highest learning level where all of the members always find new learning ways of organizational learning is not also implemented. These disabilities are caused by regulations of the organization and individuals disabilities. (c) The process of adaptive learning method can be implemented without design, if members of organization initiate to learn individually and always effort to obey to all of related regulations.Penelitian ini dilakukan dengan metode kualitatif melalui studi eksplorasi dan mendiskripsikan fokus penelitian. Penelitian ini dilakukan di Bandiklatda Provinsi Lampung tahun 2011. Data penelitian didapatkan dari situasi alami yang didukung dengan informan dari penyelenggara utama organisasi Bandiklatda Provinsi Lampung, yaitu Kepala Badan, Sekretaris Badan, Kepala Bidang; Hubungan Antar Lembaga ,diklat penjenjangan, diklat teknis-fungsional, pendukung lain adalah para alumni Diklat Pimpinan eselon 3 dan 4, masing masing sebanyak 3 orang. Tujuan penelitian ini adalah : (a) mendiskripsikan metode belajar organisasi yang diterapkan oleh Bandiklatda Provinsi Lampung (b) mendiskripsikan alasan pokok pemilihan metode belajar organisasi Bandiklatda Provinsi Lampung, (c) mendiskripsikan proses belajar organisasi Bandiklatda Provinsi Lampung. Hasil penelitian menunjukan bahwa: (a) metode belajar organisasi yang diterapkan di Bandiklatda Provinsi Lampung adalah metode belajar organisasi adaptif (adaptif learning), di mana para anggota organisasi selalu berusaha memenuhi peraturan yang berlaku. Mereka melakukan perubahan karena tuntutan lingkunganya. (b) Belajar organisasi secara rekonstruktif (reconstructive learning) di mana para anggotanya dituntut untuk mengkaji ulang tujuan yang telah ditetapkan belum dapat diterapkan. Process learning/deutro learning yang merupakan fase belajar tertinggi, di mana para anggota organisasi selalu mengkaji cara-cara baru belajar oeganisasi juga belum diterapkan. Hal ini disebabkan faktor regulasi organisasi dan ketidakpahaman penyelenggara organisasi akan pentingnya belajar organisasi.. (c) Proses belajar adaptif di Bandiklatda Provinsi Lampung bisa dilaksanakan tanpa dirancang terlebih dahulu ketika para pegawai melakukan inisiatif belajar untuk memenuhi tujuan individunya, dan selalu berusaha mematuhi peraturan atau norma yang berlaku.Kata kunci: Belajar organisasi, latihan, pendidikan

Penerapan Pembelajaran Inkuiri Mata Diklat Perbaikan Chasis dan Pemindah Tenaga pada Materi Kopling Catur Ahmad Novriadi; Herpratiwi Herpratiwi; Tarkono Tarkono
Indonesia Journal of Educational Technology Vol 5, No 2 (2017): Jurnal Teknologi Informasi Komunikasi Pendidikan
Publisher : Indonesia Journal of Educational Technology

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The objectives of this study are to describe: (1) inquiry learning design to improve students' science process skills; (2) implementation of learning; (3) the evaluation used; and (4) enhancement of scientific and scientific learning processes by using self-learning. The research was conducted in the Classroom Teknik Kendaraan Ringan SMK 2 Mei Bandar Lampung. Based on the results of the research, it was found that (1) the design of learning has been made with the needs of learning, learning objectives, materials, methods and evaluations; (2) the implementation of the lesson using the learning guidance is completed in two with the syntax of the self-learning; (3) the form of evaluation of learning used after the completion of individual learning; and (4) there was an increase in KPS of the students in the first cycle by 48.99%, the second cycle was 59.46%, and the third cycle was 71.71%. Occurred in the increasing the details of the cycles of 22.22% of the students who completed the 50% cycles in the second cycle, and 86.11% in the third cycle. Tujuan dari penelitian ini adalah mendeskripsikan: (1) desain pembelajaran inkuiri untuk meningkatkan keterampilan proses sains siswa; (2) pelaksanaan pembelajaran; (3) bentuk evaluasi yang dipergunakan; dan (4) peningkatan keterampilan proses sains dan hasil belajar siswa dengan menggunakan pembelajaran inkuiri. Penelitian ini merupakan Penelitian Tindakan Kelas yang dilakukan di kelas II TKR SMK 2 Mei Bandar Lampung. Berdasarkan hasil penelitian diperoleh bahwa (1) desain pembelajaran sudah dibuat sesuaid engan kebutuhan belajar, tujuan pembelajaran, materi, metode dan evaluasi; (2) pelaksanaan pembelajaran menggunakan pembelajaran inkuiri sudah sesuai dengan sintak pembelajaran inkuiri; (3) bentuk evaluasi pembelajaran yang digunakan sudah sesuai dengan pembelajaran inkuiri; dan (4) terjadi peningkatan KPS siswa dari siklus ke siklus dengan rincian pada siklus I sebesar 48,99%, siklus II sebesar 59,46%, dan siklus III sebesar 71,71%. Terjadi peningkatan hasil belajar siswa dari siklus ke sikus dengan rincian pada siklus I 22,22% siswa mencapai ketuntasan 50,00% pada siklus II, dan 86,11% pada siklus III.Kata kunci : inkuiri, materi perbaikan chasis, pemindah tenaga, keterampilan proses sains

BLENDED LEARNING MATA PELAJARAN FISIKA KELAS XI.TKJ Yusnida Febriany; Dwi Yulianti; Undang Rosidin
Indonesia Journal of Educational Technology Vol 5, No 1 (2017): Jurnal Teknologi Informasi Komunikasi Pendidikan
Publisher : Indonesia Journal of Educational Technology

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This research is aimed to describe (1) the appropriate Physics learning design, (2) Physics learning process, and (3) the implementation of evaluation. However, the research method was classroom action research with the subject was students class XI TKJ 1 and XI TKJ 2 SMKN 1 Bakauheni Lampung Selatan. This research was conducted in three cycles. Researcher implemented the Blended Learning technique with two learning process; through face-to-face and through e-learning, a learning web designed by researcher. However, the results were; an increase in lesson plan arrangement from Cycle I to Cycle III; a better development from good category to excellent; a better implementation of learning followed by the students active response in the learning activities; and also an increase in students passing grade percentage in class XI TKJ 1 Cycle III reached up to 77,8% while in class XI TKJ 2 Cycle II, it obtained 75%.Penelitian ini bertujuan untuk mendeskripsikan (1) desain pembelajaran fisika yang tepat, (2) proses pembelajaran fisika, (3) pelaksanaan evaluasi.Metode penelitian yang digunakan adalah penelitian tindakan kelas dengan subjek penelitian siswa kelas XI.TKJ.1 dan kelas XI.TKJ.2 SMKN 1 Bakauheni Lampung Selatan. Penelitian ini dilakukan selama tiga siklus pembelajaran. Pelaksanaan penelitian menerapkan pembelajaran blended learning, dimana kegiatan pembelajaran terbagi menjadi 2 bagian yaitu proses pembelajaran di kelas dengan tatap muka secara langsung dan proses pembelajaran dengan e-learning melalui web pembelajaran yang dikelola langsung oleh peneliti.Hasil penelitian ini yaitu, terjadi peningkatan penyusunan RPP dari Siklus I sampai Siklus III dengan kategori baik meningkat menjadi kategori sangat baik, pelaksanaan pembelajaran yang lebih baik diikuti dengan meningkatnya respon siswa dalam mengikuti kegiatan pembelajaran, meningkatnya hasil belajar siswa juga tercapai dengan persentase ketuntasan belajar di kelas XI.TKJ.1 pada siklus ketiga dapat mencapai 77,8% dan persentase ketuntasan belajar di kelas XI.TKJ.2 yaitu 75%.Kata kunci: blended learning, hasil belajar siswa, pembelajaran fisika di SMK

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK Herlin Aria Winata; Budi Koestoro; Dwi Yulianti
Indonesia Journal of Educational Technology Vol 5, No 1 (2017): Jurnal Teknologi Informasi Komunikasi Pendidikan
Publisher : Indonesia Journal of Educational Technology

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This research aimed to analyze (1) learning process, (2) increasing of study achievement. Method of research used classroom action research by three cycles. The first cycle use guided inquiry, experiment equipment and students worksheet. Second cycle of guided inquiry by power point learning media. Third cycle used guided inquiry by lesson book and article lesson. The conclusion of research are : (1) guided inquiry are able to increas teachers activities in pre-activityduring learning process, (2) guided inquiry leraning can increase students study achievement. It can be seen from class VIII.a students cognitif score at first cycle was 47,19 (failed) and class VIII.b was 46,88 (failed), second cycle at class VIII.a was 65 (passed) and classs VIII.b 60 (failed), and third cycle at class VIII.a was 75 (passed) and at class VIII.b was 72 (passed).Penelitian ini bertujuan untuk menganalisis (1) proses pembelajaran; (2) peningkatan hasil belajar. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas dengan tiga siklus. Siklus pertama dengan inkuiri terbimbing dan alat praktikum serta LKS. Siklus kedua inkuiri terbimbing dengan media pembelajaran powerpoint. Siklus ketiga inkuiri terbimbing dengan buku cetak dan artikel pembelajaran. Kesimpulan dari penelitian ini adalah: (1) inkuiri terbimbing mampu meningkatkan aktivitas guru dalam kegiatan pra pembelajaran, pelaksanaan pembelajaran, dan penutup pembelajaran; (2) pembelajaran inkuiri terbimbing dapat meningkatkan hasil belajar peserta didik dengan nilai kognitif peserta didik pada siklus I di kelas VIII.A 47,19 (tidak tuntas) dan di kelas VIII.B 46,88 (tidak tuntas), siklus II di kelas VIII.A 65 (tuntas) dan dikelas VIII.B 60 (tidak tuntas), siklus di kelas VIII. A 75 (tuntas) dan di kelas VIII.B 72 (tuntas).Kata kunci: hasil belajar, inkuiri terbimbing, kendali

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Home Page

OAI Link

Editorial Team

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Reviewer

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Contact Name -

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Journal Mail Official -

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Location Kota bandar lampung, Lampung INDONESIA

Abstract

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Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota bandar lampung,

Lampung

INDONESIA