Articles
12 Documents
Search results for
, issue
"Vol 14, No 1 (2008)"
:
12 Documents
clear
<![CDATA[PENGEMBANGAN MEDIA TIGA DIMENSI UNTUK MENINGKATKAN LIFE SKILLS MAHASISWA PENDIDIKAN SEJARAH IKIP PGRI MADIUN ]]>
<![CDATA[Hanif, Muhammad]]>
<![CDATA[ Jurnal Pendidikan Vol 14, No 1 (2008) ]]>
Publisher : <![CDATA[Jurnal Pendidikan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[One out of some objectives of carrying out the scholarship of the History Study Program of IKIP  PGRI Madiun is to enhance: (1) teachers who have sufficient competence  in their teaching skill, (2) teachers who are sensitive towards the progress of the history and all social process within the society, 3) teachers who are flexible against the development  of history of Indonesia   by having the historical awareness as front-liners of educational  conducts. The competence copes with competence  and qualification  at the cognitive, affective and psychomotor domains. Such a competence  leads the learners to life-skill   that  students should  cope  with. Among  some  ways developing the lecturers competence at the three domains mentioned above in generating  the, students  life-skill,  it is suggestible  that lecturers develop teaching method. Three-dimension  teaching media is one method that is presumptively  able to develop the lecturers competence in generating the students life-skill. This research serves an analysis on the significance of the use of three-dimension teaching media on the studentsâ life skill. This research,  then, proposes objectives as to identify the significance of three-dimension  teaching media towards the students life-skill.The research method applied in this research is Research and Development coping with three stages, i.e.: (1) exploration under qualitative descriptive method, (2) development under single one shot case study, (3) experimentation  method. The subjects of the study are all of the students of the History Study Program of IKIP PGRI Madiun.The research lasts in drawing conclusion that the development of three-dimension  teaching media can analytically improve life skill of the students of History Study Program of IKIP PGRI Madiun. Then the hypothetic model as shown in figure 1 is attested already as it is shown in figure 2 and 3 under attested consistence and validity in generating the life-skill of the students of History Program of IKIP PGRI Madiun.Key terms: three-dimension teaching media, life-skill]]>
<![CDATA[IMPLIKASI BANTUAN OPERASIONAL SEKOLAH (BOS) BUKU TERHADAP KREATIVITAS GURU MENULIS BUKU MODUL ]]>
<![CDATA[Isharijadi, Isharijadi]]>
<![CDATA[ Jurnal Pendidikan Vol 14, No 1 (2008) ]]>
Publisher : <![CDATA[Jurnal Pendidikan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research serves an analysis as to empirically  explain the implementation   of School Operational Grant (BOS) for books from government and its relevance  towards the teachers creativeness in writing  books and modules.  School Operational  Grant  for books is intended   to ease  studentsâ parents  in providing   books  for their children.Teachers, as the front-liners for the students learning development, are attempted to creatively provide the sufficient learning resources, one of which is done by arranging   subject modules.   The  teachers   are obliged  for arrangement   of learning modules,  because through the modules they can render creativeness and material  development  for students based on the development  of the market share and lack of teachers works.Under empirical observation done by the researcher, it is found that the School Operational Grant for books arises dilemma for teachers and public in terms that 1) teachers face difficulties to distribute their works/modules  in substitution for books from BOS, 2) the demand for teachers   modules  and books becomes  students  parents burden, 3) the distribution  of the grant books which needs very strict supervision from the authority.Key terms: BOS for books, teachers  creativeness]]>
<![CDATA[RELEVANSI HASIL UAN TERHADAP PRESTASI BELAJAR MATA KULIAH DASAR-DASAR AKUNTANSI PADA MAHASISWA PROGRAM STUDI PENDIDIKAN AKUNTANSI IKIP PGRI MADIUN ]]>
<![CDATA[Nuraina, Elva]]>
<![CDATA[ Jurnal Pendidikan Vol 14, No 1 (2008) ]]>
Publisher : <![CDATA[Jurnal Pendidikan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research serves an analysis to prove the relevance of the score of National Standardized Test towards the achievement in Dasar-Dasar Akuntansi subject for the students of Accounting Department Study Program, IKIP PGRI Madiun. The population of this research cover the students of Accounting Department Study Program, semester one, term 2006/2007. Data resources of this research consist of documents taken from records of studentsâ standardized national test score and academic achievement record.The data are then analyzed under the statistic analysis of correlation product moment formulae by the significant rate of 95 which results in operating r of 0.279 less than table r of 0.361. This shows that the score of standardized national scores do not make any significance on the achievement in the subject of Dasar-Dasar Akuntansi I of the students of IKIP PGRI Madiun, in the way that the alternative hypothesis is rejected.Key Terms : UAN score, Achievement, Basic Accounting]]>
<![CDATA[MENGATASI MISKONSEPSI DINAMIKA DENGAN KONFLIK KOGNITIF MELALUI METODE DEMONSTRASI ]]>
<![CDATA[Kurniadi, Erawan]]>
<![CDATA[ Jurnal Pendidikan Vol 14, No 1 (2008) ]]>
Publisher : <![CDATA[Jurnal Pendidikan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research serves an analysis on showing and identifying the profile of students misconception on dynamics materials and its causes. The analysis is also set to measure to what extent is the students   misconception   able to be reduced  by making  use of cognitive conflict under demonstration  method. The analysis  results in conclusion   that diagnostic  test and interview  catch dynamic misconception. Identified essential misconceptions belong to 7 profile types under causes which are limited by Newton Law, the wrong mathematic  formulation  for Newton  Law. Cognitive  learning  by demonstration   method can tentatively  reduce the misconception. Misconceptions  obtained before cognitive conflict by demonstration method are 91 % made by the students of Physics, and 60% made by students of mathematics. After cognitive conflict learning strategy, the misconceptions  can be reduced to 36.5% and 14% repectiveJy.Key terms:  misconception, cognitive conflict, demonstration.]]>
<![CDATA[PEMBELAJARAN BAHASA INGGRIS DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DI SEKOLAH MENENGAH ATAS NEGERI 2 KOTA MADIUN ]]>
<![CDATA[Budi Santoso, Agus]]>;
<![CDATA[Sumani, Sumani]]>
<![CDATA[ Jurnal Pendidikan Vol 14, No 1 (2008) ]]>
Publisher : <![CDATA[Jurnal Pendidikan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This  research   serves  a thorough   discussion    on:  1) the implementation   of Contextual  Teaching and Learning for English subject; 2) the implementation of evaluation under Contextual Teaching and Learning for English subject.This  research  is conducted    at SMA  Negeri  2 Madiun Municipality  by the descriptive-qualitative   method under naturalistic research design. The source of data are: 1) events, 2) informers, and, 3) files. The strategies of accumulating-the data are observation,  in- depth interview  and documents  investigation.  Clipping  technique used  in this  research   is the criterion-based   selection.   Source triangulation  is used to guarantee the data validity. The data analysis is carried out by the use of Miles and Hubermans interactive analysis.The analysis results in conclusions  that: the implementation, of contextual teaching and learning includes three steps, i.e. planning, implementing   and evaluating.  In the planning  stage, the teachers get the lesson plans from the teachers  association  so as to get the uniformity in format for all of English teachers in Madiun Municipality. The standardization     of lesson  plan format  throughout   Madiun Municipality   is against  the principles  of contextual  teaching  and learning. In the implementation  stage, it is shown that teachers do not completely implement the principle of contextual teaching an learning due to the lack of teachers  knowledge  in contextual  teaching and learning  principles.   The authentic  assessment   suggested  by the contextual   teaching  and learning  can not either  be implemented satisfactorily   by the teachers.  Two out of other reasons  are: that firstly, authentic assessment is regarded difficult to carry out because of the lack of facilities for this. Secondly, the teachers are mostly discouraged  by the inaction of standardized  national test, which is believed  of confronting   the essence  of contextual   teaching  and learning evaluation  system. They are so determined  if the learning and teaching process are mainly supposed to make the students get the high scores in the standardized  national test that they forget the principles of contextual teaching and learning.Key terms: English learning, Contextual teaching and learning]]>
<![CDATA[PENERAPAN STRATEGI PEMBELAJARAN MATEMATIKA MELALUI SISTEM KONSTRUKSI INFORMASI VERBAL DAN NON VERBAL DI SEKOLAH MENENGAH ATAS ]]>
<![CDATA[Gembong, Sardulo]]>;
<![CDATA[Suroso, Suroso]]>
<![CDATA[ Jurnal Pendidikan Vol 14, No 1 (2008) ]]>
Publisher : <![CDATA[Jurnal Pendidikan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research is arranged to analyze: 1) the difficulties found by teachers  in developing  mathematics   teaching  models,  2) the effectiveness   of verbal and non-verbal  information   construction strategy in teaching mathematics. The objectives of this research are then: to identify the effectiveness of verbal and non-verbal information construction strategy in teaching mathematics, and to find alternatives of developing the competency-based  learning model. The research is carried  out under descriptive  qualitative  method  by class action research  design. The subjects of the research  are the students  of SMA Negeri 1 Ponorogo.Generally  in the cycle I the students show development  in proposing  creativity  verbally  and non-verbally when answering questions by making use of mathematical  logic. But the researchers have not yet trust the result obtained in cycle Ias consistence, because there are still some students  having  sufficient  scores within  he framework of the 65 threshold level cognitively. The average score is 75.52, while there are some students show inactiveness in the learning process. The second cycle is then regarded important to carry out.The analysis  taken up by observation   upon students  and teachers activities, tests, questionnaires  and field notes shows the development  in the second cycle for some aspects, like the average score and make-ups against threshold level. The average cognitive score is 85.33, against which the researchers  decide not to continue to third cycle. The teachers  difficulties  in developing  the teaching models can be analytically solved by development in guiding students discussion technique, encourage students to ask questions or to pass down opinion, and relating the existing concepts and the new ones by making use of real appliance which are available around us. The students enthusiasm gives rise to the effectiveness of verbal and non-verbal information construction strategy in teaching mathematics.Key terms: verbal and non verbal strategy]]>
<![CDATA[IMPLIKASI BANTUAN OPERASIONAL SEKOLAH (BOS) BUKU TERHADAP KREATIVITAS GURU MENULIS BUKU MODUL ]]>
<![CDATA[Isharijadi Isharijadi]]>
<![CDATA[ Jurnal Pendidikan Vol 14, No 1 (2008) ]]>
Publisher : <![CDATA[Jurnal Pendidikan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research serves an analysis as to empirically explain the implementation of School Operational Grant (BOS) for books from government and its relevance towards the teachers' creativeness in writing books and modules. School Operational Grant for books is intended to ease students’ parents in providing books for their children.Teachers, as the front-liners for the students' learning development, are attempted to creatively provide the sufficient learning resources, one of which is done by arranging subject modules. The teachers are obliged for arrangement of learning modules, because through the modules they can render creativeness and material development for students based on the development of the market share and lack of teachers' works.Under empirical observation done by the researcher, it is found that the School Operational Grant for books arises dilemma for teachers and public in terms that 1) teachers face difficulties to distribute their works/modules in substitution for books from BOS, 2) the demand for teachers' modules and books becomes students' parents burden, 3) the distribution of the grant books which needs very strict supervision from the authority.]]>
<![CDATA[RELEVANSI HASIL UAN TERHADAP PRESTASI BELAJAR MATA KULIAH DASAR-DASAR AKUNTANSI PADA MAHASISWA PROGRAM STUDI PENDIDIKAN AKUNTANSI IKIP PGRI MADIUN ]]>
<![CDATA[Elva Nuraina]]>
<![CDATA[ Jurnal Pendidikan Vol 14, No 1 (2008) ]]>
Publisher : <![CDATA[Jurnal Pendidikan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research serves an analysis to prove the relevance of the score of National Standardized Test towards the achievement in Dasar-Dasar Akuntansi subject for the students of Accounting Department Study Program, IKIP PGRI Madiun. The population of this research cover the students of Accounting Department Study Program, semester one, term 2006/2007. Data resources of this research consist of documents taken from records of students’ standardized national test score and academic achievement record.The data are then analyzed under the statistic analysis of correlation product moment formulae by the significant rate of 95 which results in operating r of 0.279 less than table r of 0.361. This shows that the score of standardized national scores do not make any significance on the achievement in the subject of Dasar-Dasar Akuntansi I of the students of IKIP PGRI Madiun, in the way that the alternative hypothesis is rejected.]]>
<![CDATA[MENGATASI MISKONSEPSI DINAMIKA DENGAN KONFLIK KOGNITIF MELALUI METODE DEMONSTRASI ]]>
<![CDATA[Erawan Kurniadi]]>
<![CDATA[ Jurnal Pendidikan Vol 14, No 1 (2008) ]]>
Publisher : <![CDATA[Jurnal Pendidikan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research serves an analysis on showing and identifying the profile of students' misconception on dynamics materials and its causes. The analysis is also set to measure to what extent is the students' misconception able to be reduced by making use of cognitive conflict under demonstration method. The analysis results in conclusion that diagnostic test and interview catch dynamic misconception. Identified essential misconceptions belong to 7 profile types under causes which are limited by Newton Law, the wrong mathematic formulation for Newton Law. Cognitive learning by demonstration method can tentatively reduce the misconception. Misconceptions obtained before cognitive conflict by demonstration method are 91 % made by the students of Physics, and 60% made by students of mathematics. After cognitive conflict learning strategy, the misconceptions can be reduced to 36.5% and 14% repectiveJy.]]>
<![CDATA[PEMBELAJARAN BAHASA INGGRIS DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DI SEKOLAH MENENGAH ATAS NEGERI 2 KOTA MADIUN ]]>
<![CDATA[Agus Budi Santoso]]>;
<![CDATA[Sumani Sumani]]>
<![CDATA[ Jurnal Pendidikan Vol 14, No 1 (2008) ]]>
Publisher : <![CDATA[Jurnal Pendidikan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research serves a thorough discussion on: 1) the implementation of Contextual Teaching and Learning for English subject; 2) the implementation of evaluation under Contextual Teaching and Learning for English subject.This research is conducted at SMA Negeri 2 Madiun Municipality by the descriptive-qualitative method under naturalistic research design. The source of data are: 1) events, 2) informers, and, 3) files. The strategies of accumulating-the data are observation, in- depth interview and documents investigation. Clipping technique used in this research is the criterion-based selection. Source triangulation is used to guarantee the data validity. The data analysis is carried out by the use of Miles and Huberman's interactive analysis.The analysis results in conclusions that: the implementation, of contextual teaching and learning includes three steps, i.e. planning, implementing and evaluating. In the planning stage, the teachers get the lesson plans from the teachers' association so as to get the uniformity in format for all of English teachers in Madiun Municipality. The standardization of lesson plan format throughout Madiun Municipality is against the principles of contextual teaching and learning. In the implementation stage, it is shown that teachers do not completely implement the principle of contextual teaching an learning due to the lack of teachers' knowledge in contextual teaching and learning principles. The authentic assessment suggested by the contextual teaching and learning can not either be implemented satisfactorily by the teachers. Two out of other reasons are: that firstly, authentic assessment is regarded difficult to carry out because of the lack of facilities for this. Secondly, the teachers are mostly discouraged by the inaction of standardized national test, which is believed of confronting the essence of contextual teaching and learning evaluation system. They are so determined if the learning and teaching process are mainly supposed to make the students get the high scores in the standardized national test that they forget the principles of contextual teaching and learning.]]>
