Manajemen Pendidikan
Manajemen Pendidikan is open-access and peer-reviewed scholarly online journal managed by Department of Master of Education Management, Universitas Muhammadiyah Surakarta and published by Muhammadiyah University Press (MUP). This Journal is published twice a year (June and December). The journal publishes research papers in the fields of Classroom management, School management, Instructional management and other issues in education area that have a global perspective than local interest.
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<![CDATA[Pengelolaan Pembelajaran Tematik di SD Kemasan I No. 64 Surakarta ]]>
<![CDATA[Utomo, Budi]]>;
<![CDATA[Supriyanto, Eko]]>;
<![CDATA[Rohmah, Wafrotur]]>
<![CDATA[ Manajemen Pendidikan Vol. 12., No. 2., Juli 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v12i3.5532
<![CDATA[This study describes how teachers grade I, II, and III SDN Kemasan I Surakartamanage thematic learning from planning, implementation, assessment and anyobstacles encountered. This research used qualitative research with researchsubjects principals, teachers of class I, II, and III. The data collection techniqueare by interview, documentation, observation, and questionnaires. Data analysistechnique used is interactive analysis model, namely through data collection, datareduction, data presentation and the conclusion. To obtain such data validity, thenused triangulation. The results showed that in planning the teacher has not madea competency mapping as it should. On implementation, the learning is dominatedby teachers and materials are still fragmentary. Learning has not centered on thetheme and learners. The types of assessment used by teachers are a field test, multiple choice and description. Teachers assessed only on the cognitive domain alone while on the affective and psychomotor yet done. Teachers are still obstacles to the plan that is preparing a syllabus of thematic learning. Another obstacle encountered in the implementation of the teacher is still difficulty in creating a student-centered learning and the lack of teaching aids also be a limiting factor in the implementation of thematic learning in SDN Kemasan I Surakarta.]]>
<![CDATA[Pengelolaan Supervisi Pembelajaran Berbasis Kurikulum 2013 di SMK ]]>
<![CDATA[Riyanto, R.]]>
<![CDATA[ Manajemen Pendidikan Vol. 12., No. 2., Juli 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v12i3.5519
<![CDATA[The purposes of this study are: (1) Describing the supervision planning of learningbased on Curriculum 2013 in SMK Pancasila 3 Baturetno Wonogiri Regency. (2)Describing the supervision implementation of learning based on Curriculum 2013in SMK Pancasila 3 Baturetno Wonogiri Regency. (3) Describing the evaluation andfollow-up of supervision of learning based on Curriculum 2013 in SMK Pancasila3 Baturetno Wonogiri Regency. The Type of the research is qualitative research withphenomenological design which conducted in SMK Pancasila 3 Baturetno. Thetechniques data collection with in-depth interviews, observation and documentation.Data analysis using descriptive - qualitative analysis model.The results of the study are : (1) Supervision activity of learning at SMK Pancasila3 Baturetno conducted by good planning. The principal and the vice principal ofcurriculum make a concept of supervision schedule according to applicable scheduleand List Sort Rank (DUK). Then, this concept is coordinated to all teachers as a meansof information about the supervision activity of learning and its schedule. Threeaspects which supervised by principal are instructional administration, learningimplementation and assessment administration. (2) Supervision of learning is doneby observation technique. The principal supervises the class based on the schedule.The assessment is set out in a supervisory instrument and principalâs notebook in theform of scores and descriptions. (3) The evaluation of supervision is conducted afterthe supervised teacher has no teaching duty. The evaluation discusses the resultsof supervision, especially the strength and weaknesses of the supervised teachingin carrying out teaching and learning duties. In general, the results of supervisionsummarized from supervision evaluation activities showing that teachers of SMKPancasila 3 Baturetno are completed in administration, competent in deliveringlessons and completed in assessment administration. However, there are someteachers still having different perceptions in understanding the implementation ofthe Curriculum 2013. Therefore, the principal facilitates to hold MGMP and IHT asa follow-up of supervision.]]>
<![CDATA[Dampak Strategi Problem Based Learning dan Project Based Learning terhadap Hasil Belajar Matematika Ditinjau dari Kreativitas Siswa Sekolah Menegah Pertama ]]>
<![CDATA[Sudarmi, Titik]]>
<![CDATA[ Manajemen Pendidikan Vol. 12., No. 2., Juli 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v12i3.5526
<![CDATA[This study aims to test 1) The difference in the effect of learning with Problem BaseLearning and Project Based Learning on learning outcomes in mathematics. 2)Differences in mathematics learning outcomes in terms of the level of creativity ofstudent learning. 3)interaction of approach with the creativity of learners towardsmathematics learning outcomes. The study design Quasi exsperimental. Thepopulation of all eighth grade students of SMP Negeri 1 Kartasura. Sampling withrandom cluster sampling, the sample used is class VIIIH and VIII I. Metode datacollection with documentation, questionnaires, and tests. Mechanical analysis byAnova two way cells are not the same, continued research Scheffe.Hasil method with a significance level of 0.05 indicates: 1) Results of mathematics learning in the class Project Based Learning is 80.21 and the average results of studentsâ mathematics learning in the class Problem based Learning (PBL) is 69.169. The results of students in the class Project Based Learning is better than the results of student learning in the classroom Problem Based Learning. 2) The ability to think mathematically creativity heavily influence the learning of mathematics. 3) Project Based Learning approach capable of providing better mathematics learning than learning Problem Based Learning approach both for the students creative category, quite creative and less creative.]]>
<![CDATA[Pengelolaan Excellent Service di Sekolah Menengah Kejuruan ]]>
<![CDATA[Sulistianto, Heri]]>
<![CDATA[ Manajemen Pendidikan Vol. 12., No. 2., Juli 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v12i3.5520
<![CDATA[The purposes of conducting this study are : (1) Identifiying how to plan the excellentservice in SMK Negeri 2 Wonogiri. (2) Identifiying the implementation of excellentservice in SMK Negeri 2 Wonogiri. (3) Identifiying the evaluation of excellent serviceimplementation in SMK Negeri 2 Wonogiri. The techniques of collecting data applywith a depth interviews, observations and documentations. The dataanalysis usesdescreptive-quality analysis model. The resultsof the study are : (1) the excellentservice in SMK Negeri 2 Wonogiri is conducted by a good planning and regulary.The excellent service planning is adjusted to the priority on the quality objectives setby the princopal that has been designed by each line of work, then formulated theplanning in order to APBS adjusted to the conditions how can improve the excellentservice. (2) The implementation of excellent service in SMK Negeri 2 Wonogiri in thefield of curiculum according to the latest government regulations and conducted wellwill make the learning process more effectively and efficiently, in the field of studentaffairs, the enactment and enforcement dicipline for students are done gradually andcountinously, also the choice of extracurricular activities are implemented to channelthe talents and interests of learners outside school hours, in the field of facilities andinfrastructure, it always completes the building and educational facilities continually.In the field of public relations that is by estabilishing communication with theindustrial world as much as possible so that it can be used for job training process,work apprenticeship as well as presenting guest teacher, in the field of administrationis the establisment of documentations and service system for the tecaher and learners.(3) Evaluation is carried out periodically,weekly, monthly, every quarter of everysemester or the end of the school year, the process is adapted to the field conditions.A thorough evaluation of the implementation of excellent service at SMK Negeri2 Wonogiri is conducted in management review activities annualy as part of theISO 9001 : 2008 quality management system proces in which there are inputs fromcostumers that effect the improvement of school services greatly.]]>
<![CDATA[Pengelolaan Dana Bantuan Operasional Sekolah di SD N Kemasan I Surakarta ]]>
<![CDATA[Widyatmoko, Subkhi]]>;
<![CDATA[Suyatmini, S.]]>
<![CDATA[ Manajemen Pendidikan Vol. 12., No. 2., Juli 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v12i3.5528
<![CDATA[This study aims to describe (1) Planning of school operational funds (BOS) (2)the implementation of school operational funds (BOS) (3) accountability of schooloperational funds (BOS) on Elementary School of Kemasan I Surakarta. This studyused a qualitative research with a ethnographic approach. The technique of collecting data through interviews, observation, and dokumentasi. Data analysis technique is done by using several stages of data collection, data reduction, data presentation, and data verification. Testing the validity of the data using triangulation techniques sources and methods. The results of the study concluded (1) in the planning process components involved, among others, the principal in charge, the school treasurer, board of teachers and school committee. The planning process begins with preparing RAKS (2) The implementation of BOS management begins with withdrawals made treasurer as required by leaving a minimum balance in the bank. Expenses that are not included in the 13 items in the governance of the BOS funds using dues infak students held every Friday. (3) The accountability of the BOS through a report done gradually every day. In the BOS management there are several books of governance must be made that the public treasury Books, General Treasury Ledger, Ledger and Ledger Bank Tax.]]>
<![CDATA[Dampak Motivasi Berprestasi terhadap Kemandirian Belajar Matematika di Sekolah Menengah Pertama ]]>
<![CDATA[Sutama, S.]]>;
<![CDATA[Wahyudiyanto, Eko]]>;
<![CDATA[Narimo, Sabar]]>
<![CDATA[ Manajemen Pendidikan Vol. 12., No. 2., Juli 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v12i3.5521
<![CDATA[The purpose of this study was to examine the achievement motivation on mathematicslearning independence. This study is a quasi-experimental study with factorialdesign 2 x 3. The population of class IX students of SMP Negeri 2 Weru Sukoharjo2016/2017 school year and the sampling is done by clusterrandom sampling. Theresearch instrument is a test of mathematics learning independence and achievementmotivation questionnaire. To determine the validity of the instrument test the validityand independence of learning math, using a correlation formula to determine thePoint biserial and reliability using Kuder Richardson formula. While the validity ofthe test achievement motivation questionnaire using the technique of Karl Pearsonproduct moment correlation and reliability testing using the formula used Alpha.Teknik data analysis is the balance test using the Z test, test for normality usingLilliefors, homogeneity test using Bartlett method and hypothesis testing datausing Analysis test variance two streets with different cells. Based on hypothesistesting we concluded that there is achievement motivation on mathematics learningindependence.]]>
<![CDATA[Pembelajaran Sejarah pada Program Kejar Paket C ]]>
<![CDATA[Windarsari, Ranulin]]>;
<![CDATA[Sunardi, S.]]>;
<![CDATA[Djono, D.]]>
<![CDATA[ Manajemen Pendidikan Vol. 12., No. 2., Juli 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v12i3.5530
<![CDATA[This study is aimed to describe the implementation of learning history in kejar paket Cprograms. This study uses the descriptive qualitative method. Data were collected byinterviews, documentation, and observation. Data analysis technique use qualitativeanalysis inductive models with purposive sampling technique. The results of thisstudy are: first, planning learning history in kejar paket C program started fromin house training for educators in kejar paket C program which practiced in thepreparation of the learning device are appropriate to the curriculum; second, theimplementation of learning history in kejar paket C program involves three patternsof learning consisting of 20% face-to-face interaction, 30% tutorials, and 50%independent activity; third, constraints in the implementation of history learning inkejar paket C program is the readiness of learners in receiving learning materials,learning infrastructure, and the competence of educators in conveying the teachingof history; fourth, evaluation of learning history in kejar paket C program is equalto the formal school.]]>
<![CDATA[Pengembangan Game Berbasis Komputer sebagai Media Pembelajaran IPA Terpadu Kelas VIII SMP ]]>
<![CDATA[Sujalwo, S.]]>;
<![CDATA[Sukirman, S.]]>
<![CDATA[ Manajemen Pendidikan Vol. 12., No. 2., Juli 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v12i3.5515
<![CDATA[Ilmu Pengetahuan Alam (IPA) Terpadu merupakan salah satu mata pelajaran yangwajib diajarkan pada pendidikan jenjang Sekolah Menengah Pertama (SMP), akantetapi, banyak siswa kurang menyukai pelajaran ini karena dianggap sulit. Tujuandari penelitian ini adalah untuk (1) mengembangkan media pembelajaran berbasisgame untuk siswa Sekolah Menengah Pertama (SMP) kelas VIII, dan (2) mengujikelayakan media pembelajaran tersebut untuk diterapkan sebagai alternatif metodepembelajaran IPA Terpadu. Metode yang digunakan dalam penelitian ini adalahresearch and development (R&D), yaitu merancang dan mengembangkan mediapembelajaran produk berupa game dan selanjutnya melakukan pengujian atas aplikasitersebut. Pengujian aplikasi dilakukan terhadap guru Mata Pelajaran IPA tingkatSMP sebanyak 21 orang dari 8 SMP berbeda. Data diperoleh dari kuisioner yangdidistribusikan kepada para guru sebelum memainkan game dan setelah memainkangame. Dari pengujian dan pengamatan, diperoleh hasil penelitian bahwa metodepembelajaran berbasis game ini layak untuk digunakan sebagai media alternatif daninteraktif. Akan tetapi, penerapan metode ini perlu dilakukan pendampingan denganguru terkait, sehingga dapat terarah dengan baik sesuai tujuan belajar.]]>
<![CDATA[Pembelajaran Matematika dengan Student Team Achievement Division dan Numbered Head Together terhadap Hasil Belajar Ditinjau dari Kemampuan Awal Siswa SMP ]]>
<![CDATA[Sumardi, S.]]>
<![CDATA[ Manajemen Pendidikan Vol. 12., No. 2., Juli 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v12i3.5523
<![CDATA[This research is aimed to examine 1) to analyze and examine the influence of STADand NHT learning strategic toward the learningresult, 2) to analyze and examinethe influence of the beginning ability toward the learning result, 3) to analyzeand examinethe interaction of learning strategic and the beginning ability towardthe mathematic learning result. The research design is Experimental Quasi.Thepopulationof this research was all the seventh year students of SMP N 1 NguterSukoharjo. The removal of the sample is bycluster sampling. The method of the datacollecting is by documentation and test. The population of the research is all studentsof seven grade of SMP N 1 Nguter in 2015/2016 that consist of eigh classes. Theanalysis technic is two ways of different cell Anava, to be continued with Scheffemethod. The result of the research by the significance level 0,05 shows 1) The studentslearning result with STAD strategic isbetter than NHT, 2) The students learning resultof the high beginning ability is better than the students who have medium and lowbeginning ability, the students learning result of the medium beginning ability is betterthan the students who have low beginning ability, 3) STAD strategic is more effectivethan NHT to the students who have medium beginning ability. Concerning with STADstrategic, the learning result of the students who have high beginning ability is assame as the students who have medium beginning ability, and the learning result ofthe students who have high and medium beginning ability is better than the studentswho have low beginning ability. While on the NHT strategic, the learning result ofthe students who have high beginning ability are better than the students who havemedium and low beginning ability. Whereas the students who have medium and lowbeginning ability got the same learning result.]]>
<![CDATA[Improving Studentsâ Creativity In Writing Recount Text by Using Mind Mapping ]]>
<![CDATA[Dewi, Cynthia Laksmi]]>
<![CDATA[ Manajemen Pendidikan Vol. 12., No. 2., Juli 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v12i3.5531
<![CDATA[This study is conducted to identify the studentsâ creativity improvement in writingrecount text in which mind-mapping is implemented in the writing class at the tenth grade of SMA Batik 2 Surakarta in the academic year of 2014/2015. By implementing mind-mapping, the students are actively involved in the teaching learning process. With the involvement, the students have more opportunities in conveying their ideas. The opportunities given improve their critical thinking and innovation. The research was conducted from July to December 2014. The method used in this research was classroom action research. There are two cycles conducted. Every research cycle consisted of planning, acting, observing, and reflecting. These phases are cyclical so that the researcher can refer back to the first phase after completing the last phase. There are qualitative and quantitative data collected in this research. The qualitative data were collected by observing while the quantitative data were collected by designing tests. The findings showed that the implementation of mind-mapping could improve studentsâ creativity in writing recount text. The critical thinking (from 57.89% to 86.84%), innovation (from 39.47% to 76.31%), and the learning outcome improved. Based on the improvement, it can be concluded that the result of mindmapping implementation is positive.]]>
