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Mimbar Pendidikan: Jurnal Indonesia untuk Kajian Pendidikan
Published by Universitas Pendidikan Indonesia
ISSN : 25273868     EISSN : 2503457X     DOI : https://doi.org/10.17509/mimbardik.v10i1
Core Subject : Education,
Education
This journal was first published on March 11, 2016 and it is issued every March and September. MIMBAR PENDIDIKAN is a new version of the old journal with a similar name that was published from 1995 to 2005. This journal is dedicated not only to Indonesian scholars who are concerned with educational studies but also to scholars from Southeast Asian countries and around the world who care and want to share thoughts and ideas related to educational studies in general. MIMBAR PENDIDIKAN journal is organized by the Lecturers of UPI Universitas Pendidikan Indonesia Journal Developer Team and is published by UPI Press in Bandung, West Java, Indonesia. The articles published in MIMBAR PENDIDIKAN can be in English, Indonesian or Malay language. MIMBAR PENDIDIKAN journal is devoted but not limited to primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. The scope of our journal includes: Language and literature education Social sciences and humanities education Sports and health education Economy and business education Math and natural science education Vocational and engineering education Visual arts, dance, music and design education
Arjuna Subject : Umum - Umum
Articles 94 Documents
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Ideologisasi Konsep Reformasi dalam Historiogra fi Buku Teks Pelajaran Sejarah di Sekolah Kurniawan, Mi’raj Dodi; Suwirta, Andi
MIMBAR PENDIDIKAN Vol 1, No 1 (2016): Volume 1, Number 1, March 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v1i1.1753

Abstract

ABSTRAKSI: Salah satu karya historiografi yang disusun dan dipublikasikan untuk tujuan pendidikan adalah buku teks pelajaran untuk SMA/MA (Sekolah Menengah Atas/Madrasah Aliyah), Kelas XII. Selain harus memenuhi syarat ilmiah, buku teks pelajaran sejarahpun disesuaikan dengan kebijakan dan kepentingan politik pendidikan dari pemerintah, yang termaktub dalam dan diwakili oleh kurikulum pendidikan sejarah. Dalam konteks ini, sejarah tidak diposisikan sebagai “sejarah untuk sejarah” atau sejarah dalam ruang kedap kepentingan, melainkan dijadikan alat pendidikan oleh pemerintah. Hal ini terlihat dari adanya ideologisasi (penyebarluasan ide dan pandangan) pemerintah terhadap peserta didik melalui buku teks pelajaran sejarah. Bentuk ideologisasi yang terdapat dalam historiografi buku teks pelajaran sejarah SMA/MA kelas XII diantaranya berupa ideologisasi konsep “reformasi”. Dalam buku teks ini, bukan saja konsep “reformasi” itu bermakna dan diopinikan baik, manakala pada zaman Orde Baru bersifat buruk, melainkan juga para pembacanya diarahkan untuk menyetujui sikap tim penulis yang adalah juga sikap resmi pemerintah, bahwa pemerintahan Orde Baru yang buruk itu harus dikoreksi oleh pemerintahan Reformasi. Betapa pun masih mengalami banyak kendala, namun dikatakan bahwa “reformasi” ialah langkah tepat dan memberi optimisme bagi bangsa Indonesia dalam mencapai tujuan pembentukan negara-bangsa.KATA KUNCI: Ideologisasi, buku teks, konsep reformasi, kepentingan pemerintah, dan politik pendidikan. ABSTRACT: “The Ideologization Process of the Concept of Reform in the Historiography of History Textbooks in Schools”. One of the works of historiography which is prepared and published for the purpose of education is textbooks for SMA/MA (Senior High School/Islamic Senior High School), grade twelve. In addition to fulfilling scientific requirements, history textbooks are suited to the educational policies and the political interests of the government, embodied in and represented by the curriculum of history education. In this context, history is not positioned as a "history for history" or history in the tight space of interests; rather, it is an educational tool of the government. This is evident from the process of ideologization (the dissemination of ideas and views) of the government towards learners through history textbooks. The form of ideologization process contained in the historiography of the history textbooks of SMA /MA grade twelve, among others, is the ideologization of “reform” concept. In the textbooks, not only is the concept of "reform" meaningful and well-regarded, which the New Order government era was considered bad, but readers are also directed to approve the attitude of a team of writers who are also the official stance of the government, that the New Order government was bad, and it should be corrected by the Reform government. Although there are still many obstacles, it can be said that "reform" is the right step and it gives optimism to the nation of Indonesia in achieving the goal of establishing the nation-state.KEY WORD: Process of ideologization, textbooks, concept of reform, governments’ interests, and politics of education.  About the Authors: Mi’raj Dodi Kurniawan, S.Pd. adalah Alumni Mahasiswa Pendidikan Sejarah UPI (Universitas Pendidikan Indonesia) dan Mahasiswa Program Magister S-2 Pendidikan Sejarah di Sekolah Pascasarjana UPI. Andi Suwirta, M.Hum. adalah Dosen Senior di Departemen Pendidikan Sejarah UPI Bandung. Alamat emel penulis: mirajdeka@yahoo.co.id dan suwirta.sahaja@upi.eduHow to cite this article? Kurniawan, Mi’raj Dodi Andi Suwirta. (2016). “Ideologisasi Konsep Reformasi dalam Historiografi Buku Teks Pelajaran Sejarah di Sekolah” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(1) Maret, pp.55-68. Bandung, Indonesia: UPI Press. Chronicle of the article: Accepted (January 25, 2016); Revised (February 25, 2016); and Published (March 11, 2016).
Mathematical Curiosity, Epistemological Beliefs, and Mathematics Performance of Freshman Preservice Teachers Belecina, Rene R; Ocampo, Jr., Jose M
MIMBAR PENDIDIKAN Vol 1, No 1 (2016): Volume 1, Number 1, March 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v1i1.1758

Abstract

ABSTRACT: There are many factors that influence academic performance of students. Some of these are related to personological, sociological, and psychological factors. In recent years, academic achievement and performance have been linked to several psychological factors. Two of these psychological factors that may have direct impact or influence on academic performance are curiosity and epistemological beliefs. The study described the level of mathematical curiosity and epistemological beliefs of first year preservice teachers. Mathematical curiosity includes epistemic curiosity, perceptual curiosity, exploration, and absorption. Epistemological beliefs include certainty of knowledge, source of knowledge, structure of knowledge, control of knowledge acquisition (personal), control of knowledge acquisition (general), and speed of knowledge acquisition. Three research instruments were utilized in this study, namely: Curiosity Inventory, Epistemological Beliefs Inventory, and Mathematics Performance Test. The participants of the study were 167 freshman preservice teachers. Data revealed that mathematics curiosity and epistemological beliefs are significantly related to mathematics performance and they also significantly influence mathematics performance.  KEY WORD: Psychological factor, epistemological beliefs, mathematics curiosity, preservice teachers,and mathematics performance. ABSTRAKSI: “Keingintahuan Matematis, Keyakinan Epistemologis, dan Kinerja Matematika Mahasiswa Calon Guru”. Ada banyak faktor yang mempengaruhi prestasi akademik mahasiswa. Beberapa hal ini terkait dengan faktor personalogis, sosiologis, dan psikologis. Dalam beberapa tahun terakhir, prestasi dan kinerja akademik telah dikaitkan dengan beberapa faktor psikologis. Dua dari faktor-faktor psikologis yang mungkin memiliki dampak langsung atau pengaruh terhadap kinerja akademis adalah rasa ingin tahu dan keyakinan epistemologis. Studi ini menggambarkan tingkat rasa ingin tahu matematika dan keyakinan epistemologis mahasiswa guru dalam pra-jabatan tahun pertama. Keingintahuan matematika termasuk rasa ingin tahu secara epistemik, persepsi rasa ingin tahu, eksplorasi, dan penyerapan. Keyakinan epistemologis termasuk kepastian pengetahuan, sumber pengetahuan, struktur pengetahuan, pengendalian akuisisi pengetahuan (personal), pengendalian akuisisi pengetahuan (umum), dan kecepatan akuisisi pengetahuan. Tiga instrumen penelitian yang digunakan dalam penelitian ini, yaitu: Inventarisasi Keingintahuan, Inventarisasi Keyakinan Epistemologis, dan Uji Kinerja Matematika. Para peserta penelitian adalah 167 mahasiswa calon guru. Data mengungkapkan bahwa rasa ingin tahu matematika dan keyakinan epistemologis secara signifikan terkait dengan kinerja matematika dan keduanya juga secara signifikan mempengaruhi kinerja matematika.KATA KUNCI: Faktor psikologis, keyakinan epistemologis, rasa ingin tahu matematika, mahasiswa calon guru, dan kinerja matematika.  About the Authors: Rene R. Belecina, Ph.D. is a Full Professor at the College of Graduate Studies and Teacher Education Research PNU (Philippine Normal University). Jose M. Ocampo, Jr., Ph.D. is a Full Professor at the Faculty of Education Sciences PNU (Philippine Normal University). Corresponding authors are: rrbelecina@yahoo.com and juno_6970@yahoo.comHow to cite this article? Belecina, Rene R. Jose M. Ocampo, Jr. (2016). “Mathematical Curiosity, Epistemological Beliefs, and Mathematics Performance of Freshman Preservice Teachers” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(1) Maret, pp.123-136. Bandung, Indonesia: UPI Press. Chronicle of the article: Accepted (December 13, 2015); Revised (January 29, 2016); and Published (March 11, 2016).
Sustainable Development: Environmental, Economical, Social Well-Being for Today and Tomorrow Sahin, Sagufta; Mete, Jayanta
MIMBAR PENDIDIKAN Vol 1, No 1 (2016): Volume 1, Number 1, March 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v1i1.1749

Abstract

ABSTRACT: In 1987, the World Commission on Environment and Development stated that sustainable development is development meets the needs of the present without compromising the ability of future generations. Sustainable development constantly seeks to achieve social and economic progress in ways that will not exhaust the earth’s finite natural resources. The needs of the world today are real and immediate, yet it’s necessary to develop ways to meet these needs that do not disregard the future. The capacity of our ecosystem is not limitless, meaning that future generations may not be able to meet their needs the way we are able to now. The growth that is unmanaged and unsustained will lead to increased poverty and decline of the environment. We owe it to future generations to explore lifestyles and paths of development that effectively balance progress with awareness of its environmental impact. Sustainable development practices can help us do this; and through education and building awareness, preserving the future is within everyone’s reach. It is our duty to make people aware about the sustainable development and its importance for our future generation. In this paper, we will discuss that education is the only instrument which can provide knowledge on this particular respect to the common people.KEY WORD: Sustainable development, economic progress, educational awareness, future generations, and quality of life. ABSTRAKSI: “Pembangunan Berkelanjutan: Lingkungan, Ekonomi, Kesejahteraan Sosial untuk Hari Ini dan Esok”. Pada tahun 1987, Komisi Dunia tentang Lingkungan dan Pembangunan menyatakan bahwa pembangunan berkelanjutan adalah pembangunan yang memenuhi kebutuhan saat ini tanpa mengorbankan kemampuan generasi mendatang. Pembangunan berkelanjutan terus berupaya untuk mencapai kemajuan sosial dan ekonomi dengan cara-cara yang tidak akan menguras sumber daya alam yang terbatas. Kebutuhan dunia saat ini adalah nyata dan segera, namun cara-cara untuk memenuhi kebutuhan tersebut yang tidak mengabaikan masa depan perlu dikembangkan. Kapasitas ekosistem kita tidak tak terbatas, yang berarti bahwa generasi masa depan mungkin tidak dapat memenuhi kebutuhan mereka dengan cara yang kita dapat sekarang. Pertumbuhan yang tak dikelola dan dilestarikan dengan baik akan mengakibatkan peningkatan kemiskinan dan penurunan kualitas lingkungan. Kita berutang kepada generasi mendatang untuk mengeksplorasi gaya hidup dan jalur pembangunan yang efektif dalam menyeimbangkan kemajuan dengan kesadaran dampak lingkungan. Praktek-praktek pembangunan berkelanjutan dapat membantu kita melakukan ini semua; dan melalui pendidikan dan penyadaran, pelestarian masa depan berada dalam jangkauan setiap orang. Adalah tugas kita untuk membuat orang sadar tentang pembangunan berkelanjutan dan pentingnya bagi generasi kita di masa depan. Dalam tulisan ini, kami akan membahas pendidikan sebagai satu-satunya alat yang dapat memberikan pengetahuan tentang hal ini, khususnya menghargai kepentingan umum.KATA KUNCI:Pembangunan berkelanjutan, kemajuan ekonomi, kesadaran pendidikan, generasi masa depan, dan kualitas hidup.  About the Authors: Sagufta Sahin, M.Ed. is Ex-Student at the Department of Education, Kalyani University, Kalyani, Nadia, Pin-741235, West Bengal, India. Dr. Jayanta Mete is a Professor at the Department of Education, Kalyani University, Kalyani, Nadia, Pin-741235, West Bengal, India. Corresponding authors are: ssahin777@gmail.com and andjayanta_135@yahoo.co.in  How to cite this article? Sahin, Sagufta Jayanta Mete. (2016). “Sustainable Development: Environmental, Economical, Social Well-Being for Today and Tomorrow” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(1) Maret, pp.1-12. Bandung, Indonesia: UPI Press. Chronicle of the article: Accepted (January 8, 2016); Revised (February 8, 2016); and Published (March 11, 2016).
Suara Mahasiswa dari Dua Kota: Perbandingan Pandangan Isola Pos di Bandung dan Balairung di Yogyakarta terhadap Isu Politik di Indonesia, 1991-1998 Rizkiah, Nisa; Suwirta, Andi; Supriatna, Encep
MIMBAR PENDIDIKAN Vol 3, No 1 (2018)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v3i1.10635

Abstract

ABSTRAKSI: Pers mahasiswa menjadi media alternatif pada masa pemerintahan Orde Baru (1966-1998). Pers mahasiswa mampu dan berani melakukan kritik terhadap pemerintah melalui tulisan dalam media yang diterbitkannya. Dengan menggunakan metode historis, hasil penelitian menunjukan bahwa pers mahasiswa Indonesia, pada periode tahun 1990-an, mulai menunjukan kembali jatidiri dan perannya. “Isola Pos” di Bandung lebih menitikberatkan pemberitaan pada isu-isu besar pendidikan, hal ini karena pendidikan harus dikelola secara benar, jangan dipolitisir, dan harus sesuai dengan cita-cita para pendiri negara-bangsa. Sedangkan “Balairung” di Yogyakarta lebih dominan pada isu-isu politik, karena ianya merupakan langkah untuk melakukan perubahan dalam konteks sosial-politik sebuah negara-bangsa. Meskipun dari segmentasi berita yang diambil berbeda, namun ada benang merah di antara keduanya, yakni sama-sama memiliki tujuan untuk perubahan Indonesia ke arah yang lebih baik, serta melakukan perlawanan terhadap suatu rezim yang dianggap menyimpang dari kebijakan dan cita-cita bersama.KATA KUNCI: Pers Mahasiswa; Pendidikan; Politik; Pemerintah Orde Baru; Kritik Sosial. ABSTRACT: “Students’ Voice of Two Cities: Comparison on Views of Isola Pos in Bandung and Balairung in Yogyakarta toward Political Issues in Indonesia, 1991-1998”. The student’s press was an alternative media during the New Order government (1966-1998). The student’s press was capable and daring to criticize the government through the publication of articles in the media. By using the historical method, this study shows that student press in the period of 1990s, began showed again its identities and roles. The “Isola Pos” in Bandung was choosing more dominant on educational issues, due to that education must be managed properly, not be politicized, and must accordance with the ideals of nation-states’ founders. While “Balairung” in Yogyakarta was more dominant in political issues, due to it was as a step to make changes in the socio-political context. Although the news taken from different segments, but there are the common substances between them, namely they have a goal to change Indonesia into a better direction and the resistance to a regime that is wrong in policy and common ideals.KEY WORD: Student Press; Education; Politics; New Order Government; Social Critics.     About the Authors: Nisa Rizkiah, S.Pd. adalah Alumni Departemen Pendidikan Sejarah FPIPS UPI (Fakultas Pendidikan Ilmu Pengetahuan Sosial, Universitas Pendidikan Indonesia) di Bandung. Andi Suwirta, M.Hum. dan Dr. Encep Supriatna adalah Dosen di Departemen Pendidikan Sejarah FPIPS UPI di Bandung, Jawa Barat, Indonesia. Penulis bisa dihubungi melalui emel di: lawantirani90@gmail.comSuggested Citation: Rizkiah, Nisa, Andi Suwirta Encep Supriatna. (2018). “Suara Mahasiswa dari Dua Kota: Perbandingan Pandangan Isola Pos di Bandung dan Balairung di Yogyakarta terhadap Isu Politik di Indonesia, 1991-1998” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 3(1), Maret, pp.11-30. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (January 15, 2018); Revised (February 17, 2018); and Published (March 30, 2018).
Guru sebagai Model Kesantunan Berbahasa dalam Interaksi Instruksional di Sekolah Dasar Pramujiono, Agung; Nurjati, Nunung
MIMBAR PENDIDIKAN Vol 2, No 2 (2017)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v2i2.8624

Abstract

ABSTRAKSI: Dalam interaksi instruksional di SD (Sekolah Dasar), para guru dituntut mampu menciptakan situasi pembelajaran yang kondusif, sehingga siswa dapat melakukan pembelajaran dalam suasana psikologis yang mendukung. Suasana pembelajaran yang kondusif tersebut hanya dapat diciptakan jika guru bersikap ramah kepada siswa. Guru menggunakan bahasa yang santun sehingga tidak mengancam muka siswa. Bahasa guru yang santun akan dapat dijadikan sebagai model oleh siswa. Dengan demikian, secara tidak langsung, guru menanamkan nilai karakter sopan-santun kepada peserta didik. Dalam interaksi instruksional di SD, guru dapat menerapkan strategi kesantunan positif dalam membangun kedekatan hubungan dengan siswa. Sub-strategi kesantunan positif dapat dipilih dalam pelaksanaan kegiatan awal, kegiatan inti, dan kegiatan akhir pembelajaran. Dengan penerapan strategi kesantunan positif akan terbangun kedekatan hubungan antara guru dengan peserta didiknya. Dengan kedekatan hubungan ini interaksi intruksional dapat berjalan dengan harmonis, sehingga tujuan pembelajaran akan dapat dicapai dengan baik.KATA KUNCI: Guru; Siswa; Model Kesantunan Berbahasa; Interaksi Instruksional; Sekolah Dasar. ABSTRACT: “Teacher as Model of Language Politeness in the Instructional Interactions in Elementary School”. In the instructional interactions in elementary school, teachers have been demanded to create a conducive learning situation, so that the students can perform in a supportive psychological learning atmosphere. Conducive learning atmosphere can only be created if the teachers are friendly to the students. Teachers use polite language so as not to face-threatening to students. Polite language, which is spoken by teachers, will be able to be used as a model by the students. Thus, indirectly, teachers instill character values of courtesy to students. In the instructional interactions in elementary school, teachers can implement positive politeness strategy in building a close relationship with the students. Sub-positive politeness strategies can be chosen in the implementation of the initial activity, core activities, and the end of the learning activity. With the application of positive politeness strategy will build close relationship between teachers and learners. With the closeness of this relationship, instructional interaction can work in harmony, so that the learning objectives will be well achieved.KEY WORD: Teacher; Student; Model of Language Politeness; Instructional Interactions; Elementary School.  About the Authors: Dr. Agung Pramujiono dan Dr. Nunung Nurjati adalah Dosen Senior di FKIP UNIPA (Fakultas Keguruan dan Ilmu Pendidikan, Universitas PGRI Adi Buana) di Surabaya, Jawa Timur, Indonesia. Alamat emel penulis: agungpramujiono.unipasby@gmail.com dan  nunung.nurjati@gmail.comHow to cite this article? Pramujiono, Agung Nunung Nurjati. (2017). “Guru sebagai Model Kesantunan Berbahasa dalam Interaksi Instruksional di Sekolah Dasar” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.2(2), September, pp.143-154. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online).Chronicle of the article: Accepted (March 10, 2017); Revised (June 5, 2017); and Published (September 30, 2017).
Pengaruh Motivasi Mengajar dan Persepsi atas Lingkungan Sekolah terhadap Kinerja Guru Nurdin, Nurdin
MIMBAR PENDIDIKAN Vol 2, No 1 (2017)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v2i1.6021

Abstract

ABSTRAKSI: Dalam rangka meningkatkan mutu pendidikan, guru mempunyai peranan yang sangat penting dalam melaksanakan pengajaran dan pembelajaran. Kemampuan guru untuk dapat menciptakan suasana kondusif di dalam kelas sangat ditentukan oleh kondisi lingkungan setempat. Penelitian ini bertujuan untuk mengetahui pengaruh motivasi mengajar dan persepsi atas lingkungan sekolah terhadap kinerja guru. Metode penelitian merupakan penelitian survey. Subjek penelitian ini adalah 120 siswa, yang diambil secara acak di SMA (Sekolah Menengah Atas) Negeri 1 Tambun, Bekasi, Jawa Barat, Indonesia, pada tahun ajaran 2015/2016. Data dikumpulkan dengan instrumen angket dengan menggunakan skala Likert. Keabsahan data diperoleh dengan uji validitas dan reliabilitas, dan semua data memiliki distribusi normal. Hasil penelitian menunjukan bahwa motivasi mengajar memberi pengaruh yang signifikan terhadap kinerja guru. Begitu juga persepsi atas lingkungan sekolah memberi pengaruh yang signifikan terhadap kinerja guru. Koefisien determinasi (R2) menunjukan bahwa motivasi mengajar dan persepsi atas lingkungan sekolah mempunyai hubungan kuat terhadap kinerja guru.KATA KUNCI: Motivasi Mengajar; Persepsi; Lingkungan Sekolah; Kinerja Guru; Mutu Pendidikan. ABSTRACT: “The Influence of Teaching Motivation and Perception of the Environment on the Performance of School Teachers”. In order to increase the quality of education, teachers have a very important role in implementing the teaching and learning. The ability of teachers to create conducive atmosphere in the classroom is determined by the local environmental conditions. This study is aimed to determine the effect of teaching motivation and perception of the school environment on teacher performance. It adopted a survey research method. The subjects were 120 students drawn randomly from SMAN (Public Senior High School) 1 Tambun, Bekasi, West Java, Indonesia, in the academic year of 2015/2016. Data were collected by questionnaires using Likert scale. The data were tested for the validity and reliability; all data were normally distributed. The results show that the motivation of teaching had a significant influence on the performance of the teachers. The perception of the school environment also had a significant influence on the performance of the teachers. The coefficient of determination (R2) indicates that the motivation of teaching and the perception of the school environment had a strong correlation to the performance of the teachers.KEY WORD: Motivation of Teaching; Perception; School Environment; Teacher Performance; Quality of Education.About the Author: Dr. Nurdin adalah Dosen Senior di STIE (Sekolah Tinggi Ilmu Ekonomi) Sailendra, Jalan Margasatwa No.99-B Pondok Labu, Jakarta Selatan, Indonesia. Untuk kepentingan akademis, penulis bisa dihubungi dengan nomor HP (Hand Phone): +6281399968520 atau alamat emel: nur.albaniah@ymail.comHow to cite this article? Nurdin. (2017). “Pengaruh Motivasi Mengajar dan Persepsi atas Lingkungan Sekolah terhadap Kinerja Guru” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.2(1) March, pp.33-42. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (October 25, 2016); Revised (January 25, 2017); and Published (March 30, 2017).
Contents and Foreword of the MIMBARDIK Journal, Issue of September 2016 MIMBARDIK, Editor Journal
MIMBAR PENDIDIKAN Vol 1, No 2 (2016): Volume 1 Number 2, September 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v1i2.3935

Abstract

MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan (Indonesian Journal for Educational Studies) This journal, with ISSN 2527-3868 (print) and 2503-457X (online), was firstly published on March 11, 2016, by UPI (Indonesia University of Education) Press in Bandung and orgnized by the Lecturers of UPI Journal Developer Team. The MIMBAR PENDIDIKAN  is a new version journal from the old journal with the similar name that was published since 1995 to 2005. This journal is dedicated not only for Indonesian scholars who concern about educational studies, but also welcome to the scholars of Southeast Asian countries and around the world who care and share related to the educational studies in general. The MIMBAR PENDIDIKAN journal is published twice a year i.e. every March and September. Bandung, Indonesia: September 30, 2016.Prof. Haji Furqon, Ph.D.Honorable Patron of the MIMBAR PENDIDIKAN Journal; and Rector of UPI in Bandung, West Java, Indonesia. 
The Use of Jigsaw II to Teach Reading to STMIK Students Susanti, Susanti
MIMBAR PENDIDIKAN Vol 3, No 1 (2018)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v3i1.10641

Abstract

ABSTRACT: The aims of this research are to encourage the students of class 2C1, Study Program of Informatic Technique at STMIK (Sekolah Tinggi Manajemen Informatika dan Komputer or College of Computer and Informatical Management) Pontianak, West Kalimantan, Indonesia engaged and assisted in learning English, especially for reading skill in the classroom. A CAR (Classroom Action Research) is the research design implemented to solve their reading problems encountered in classroom, such as the grammar, vocabulary, graphology, and the content. Action research is a teacher professional to the optimal achievement of the students to the lesson in teaching learning process in the classroom. And Jigsaw II is the technique applied in classroom activity, which students as the learning centered. Observation, tests, and documentary studys become the source of data collection technique used. The data collection obtained can be the qualitative and quantitative data of this study. This research found out that Jigsaw II technique applied is useful and effective not only for students’ achievement, but also for their involvement toward learning, especially teaching and learning reading skill to second semester students at the Sudy Program of Informatic Technique STMIK Pontianak, West Kalimantan, Indonesia.KEY WORD: Jigsaw II Technique; Cooperative Learning; Reading; Classroom Action Research; Students’ Achievement. ABSTRAKSI: “Penggunaan Teknik Jigsaw II dalam Pengajaran Membaca pada Mahasiswa STMIK Pontianak”. Tujuan penelitian adalah untuk memotivasi mahasiswa kelas 2C1, Program Studi Teknik Informatika di STMIK (Sekolah Tinggi Manajemen Informatika dan Komputer) Pontianak, Kalimantan Barat, Indonesia terlibat dan terbantu dalam belajar bahasa Inggris, terutama untuk keterampilan membaca di dalam kelas. PTK (Penelitian Tindakan Kelas) adalah model penelitian yang diterapkan untuk menyelesaikan masalah membaca yang ditemukan di kelas, seperti tata bahasa, kosa kata, model penulisan, dan isi teks. Penelitian tindakan adalah keprofessionalan guru untuk mengoptimalkan pencapaian keterampilan membaca mahasiswa dalam materi pembahasan pada proses belajar-mengajar di kelas. Dan Jigsaw II adalah teknik yang diterapkan dalam aktivitas kelas, di mana mahasiswa sebagai pusat pembelajaran. Pengamatan, tes, dan studi dokumentasi adalah teknik pengambilan data yang digunakan. Data yang terkumpul bisa berupa kualitatif dan kuantitatif data dalam studi ini. Penelitian ini menemukan bahwa teknik Jigsaw II yang diterapkan, ianya berguna dan efektif tidak hanya pada pencapaian, tetapi juga untuk keterlibatan mahasiswa semester 2 di Program Studi Teknik Informatika STMIK Pontianak, Kalimantan Barat, Indonesia dalam belajar, terutama dalam pengajaran keterampilan membaca dalam proses belajar-mengajar.KATA KUNCI: Teknik Jigsaw II; Pembelajaran Kooperatif; Membaca; Penelitian Tindakan Kelas; Pencapaian Mahasiswa.About the Author: Susanti, M.Pd. is a Lecturer at the Study Program of Information System STMIK (Sekolah Tinggi Manajemen Informatika dan Komputer or College of Computer and Informatical Management) Pontianak, Jalan Merdeka No.372 Pontianak City, West Kalimantan, Indonesia. Corresponding author is: santy.mayfoura@gmail.comSuggested Citation: Susanti. (2018). “The Use of Jigsaw II to Teach Reading to STMIK Students” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 3(1), September, pp.85-96. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (January 19, 2018); Revised (February 20, 2018); and Published (March 30, 2018).
Info-edu-tainment of MIMBARDIK Journal, Issue of September 2017 MIMBARDIK, Editor Journal
MIMBAR PENDIDIKAN Vol 2, No 2 (2017)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v2i2.8629

Abstract

MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan (Indonesian Journal for Educational Studies) This journal, with ISSN 2527-3868 (print) and 2503-457X (online), was firstly published on March 11, 2016, by UPI (Indonesia University of Education) Press in Bandung and orgnized by the Lecturers of UPI Journal Developer Team. The MIMBAR PENDIDIKAN  is a new version journal from the old journal with the similar name that was published since 1995 to 2005. This journal is dedicated not only for Indonesian scholars who concern about educational studies, but also welcome to the scholars of Southeast Asian countries and around the world who care and share related to the educational studies in general. The MIMBAR PENDIDIKAN journal is published twice a year i.e. every March and September. Bandung, Indonesia: September 30, 2017.Andi SUWIRTAAssociate Editor of the MIMBAR PENDIDIKAN Journal in Bandung, West Java, Indonesia.
Info-edu of the MIMBARDIK Journal, Issue of March 2017 MIMBARDIK, Editor Journal
MIMBAR PENDIDIKAN Vol 2, No 1 (2017)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v2i1.6026

Abstract

MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan(Indonesian Journal for Educational Studies)This journal, with ISSN 2527-3868 (print) and 2503-457X (online), was firstly published on March 11, 2016, by UPI (Indonesia University of Education) Press in Bandung and orgnized by the Lecturers of UPI Journal Developer Team. The MIMBAR PENDIDIKAN  is a new version journal from the old journal with the similar name that was published since 1995 to 2005. This journal is dedicated not only for Indonesian scholars who concern about educational studies, but also welcome to the scholars of Southeast Asian countries and around the world who care and share related to the educational studies in general. The MIMBAR PENDIDIKAN journal is published twice a year i.e. every March and September. Bandung, Indonesia: March 30, 2017.Andi SUWIRTAAssociate Editor of MIMBAR PENDIDIKAN; and Senior Lecturer at the Faculty of Social Studies Education UPI in Bandung, West Java, Indonesia. 

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