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[Manfaat Kegiatan Ekstra Kurikuler Dalam Pengembangan Kompetensi Sosial Siswa SMA ]]>
<![CDATA[Wafroturrohmah, W.]]>;
<![CDATA[Sulistiyawati, Eny]]>
<![CDATA[ Manajemen Pendidikan Vol. 13, No. 2, Tahun 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v13i2.7482
<![CDATA[The specific objective in this study is to obtain the benefits of extra-curricularactivities from students who are active in extra-curricular activities in supportingtheir development, especially students’ social competence which includes theability to cooperate, build social interaction and be able to communicate wellbetween students in the school environment by utilizing resources - sources in theirenvironment to be able to behave appropriately and accurately in all environmentalconditions. This type of research is phenomenological qualitative. Data collectiontechniques used include: observation / observation and interview. The instrumentused consists of: interview guidelines and observation / observation guidelines. Data analysis techniques used are qualitative analysis with steps namely: data reduction, data presentation, discussion and conclusion. Research results: 1) extracurricular activities foster self-confidence, discipline, and courage to speak in public. 2) Extracurricular activities foster independence and maturity that can change their way of thinking if they face problems in their lives. 3) Extra curricular activities become a media for them to discuss and learn together to solve academic problems they face.]]>
<![CDATA[Bauran Marketing Jasa Pendidikan Sekolah Dasar Muhammadiyah ]]>
<![CDATA[Sutama, S,]]>;
<![CDATA[Hasthanti, Sri Walji]]>
<![CDATA[ Manajemen Pendidikan Vol. 13, No. 2, Tahun 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v13i2.7487
<![CDATA[This study aims to describe the marketing mix of educational services at Muhammadiyah Plus Elementary School in Salatiga City which consists of products,prices, locations, promotions, human resources, physical evidence, and the learningprocess. This research was conducted using qualitative methods. Data is obtainedfrom the results of interviews directly to the speakers, environmental observationsthat support research, study documentation. This study uses a flow analysis model.Marketing education services are promotional activities regarding products, prices,locations, physical evidence / school infrastructure, and the process of schoolactivities carried out by people / human resources.]]>
<![CDATA[Penilaian Autentik Berbasis Kurikulum 2013 di SD Negeri Mangkubumen Kidul No. 16 Surakarta ]]>
<![CDATA[Sri Indy Astuti]]>;
<![CDATA[D. Darsinah]]>
<![CDATA[ Manajemen Pendidikan Vol. 13, No. 2, Tahun 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v13i2.7484
<![CDATA[This study aims to describe the implementation of planning, implementation, and follow-up of authentic assessments based on the 2013 curriculum in this school. This research is a qualitative descriptive study. The data taken in this study are data on planning, implementation, and follow-up assessment of attitudes, knowledge, and skills. Sources of data from teachers and students in class II and class V as well as school principals. Data collection techniques used are observation, documentation, and interviews. The validity test used is Data Triangulation. The analysis technique used is the Flow Model of Analysis. The results of the study are that the teacher prepares a plan for assessing attitudes, knowledge and skills together with other teachers at one level. The assessment conducted by the teacher is in accordance with the planning and guidelines for assessing attitudes, knowledge, and skills. Followup by the teacher by analyzing, providing guidance, and reporting the results of the assessment of attitudes, knowledge, and skills. Reports of assessment results in the form of numbers, predicates and descriptions.]]>
<![CDATA[Manajemen Ekstra Kurikuler Hizbul Wathan Dalam Pengembangan Nilai-Nilai Karakter di SMK ]]>
<![CDATA[Sabar Narimo]]>;
<![CDATA[Endra Purna Irawan]]>
<![CDATA[ Manajemen Pendidikan Vol. 13, No. 2, Tahun 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v13i2.7489
<![CDATA[This study aims to describe: 1) the preparation of extracurricular activitiesprogram Hizbul Wathan to develop character values in SMK Muhammadiyah 4Surakarta. Types of qualitative research with ethnographic design Data collectiontechniques: interviews, observation and documentation. Data validity with technicaltriangulation and source triangulation. Data analysis using three stages, namely datareduction, data presentation, and conclusion drawing with verification. The resultsshowed: 1) Preparation of the Hizbul Wathan extracurricular activity program atSMK Muhammadiyah 4 Surakarta, consisting of (a) extracurricular activities ofHizbul Wathan, (b) elaboration of the vision, mission and objectives of the school,(c) Preparation of extracurricular activities program Hizbul Wathan must be inaccordance with the vision, mission, and objectives of the school’s Decree, (d) (SK)division of tasks as coach, (e) funds sourced from School Operational Assistance(BOS).]]>
<![CDATA[Dukungan Keterampilan Guru dalam Pembelajaran, Kelengkapan Fasilitas dan Kedisiplinan Terhadap Motivasi Belajar Siswa Mts Negeri Bekonang ]]>
<![CDATA[Tri Dwi Astuti]]>;
<![CDATA[Ahmad Fathoni]]>
<![CDATA[ Manajemen Pendidikan Vol. 13, No. 2, Tahun 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v13i2.7443
<![CDATA[The purpose of this study is to analyze and test teacher support skills in learning,completeness of learning facilities and learning discipline towards student learningmotivation. The population in this study were eighth grade students totaling 242students. The sample in this study were 151 students. Sampling using proportionalrandom sampling technique. Data collection techniques with questionnaires. Dataanalysis techniques with linear regression analysis. The results of this study indicatethat there is support for teachers ‘skills in teaching students’ learning motivation inMTs. Negeri Bekonang as evidenced by the value of the β coefficient of 0.328 witha significant value of 0.000 0.05. The existence of learning facilities support forstudents’ learning motivation in MTs. Negeri Bekonang as evidenced by the value ofthe β coefficient of 0.269 with a significant value of 0.001 0.05. The existence ofdisciplinary support for students’ learning motivation in MTs. Negeri Bekonang asevidenced by the value of the β coefficient of 0.265 with a significant value of 0.0000.05.]]>
<![CDATA[Penilaian Kemandirian Belajar Matematika Madrasah Tsanawiyah ]]>
<![CDATA[Sri Hartini]]>;
<![CDATA[S. Sumardi]]>
<![CDATA[ Manajemen Pendidikan Vol. 13, No. 2, Tahun 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v13i2.7485
<![CDATA[The purpose of this study is to describe the assessment of self-reliance learning mathMTs. This research method using qualitative method by using holistic research design.Techniques of data collection using observation, interviews, and documentation. Thisresearch uses interactive analysis model. The results of this study are: Assessmentof learning independence in MTs mathematics learning, conducted by the head ofthe madrasah along with the board of teachers at the regular meeting monthly, semester, semester and year. observations were recorded in the student developmentobservation journal.]]>
<![CDATA[Kepemimpinan Pembelajaran Matematika SMK ]]>
<![CDATA[Anam Sutopo]]>;
<![CDATA[Eko Rubiyanto]]>
<![CDATA[ Manajemen Pendidikan Vol. 13, No. 2, Tahun 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v13i2.7490
<![CDATA[This study aimed to describe the effectiveness leadership of teachers in mathematicslearning in class XI SMK Country 2 Surakarta School Year 2017/2018. This typeof research is qualitative research . The subjects of the recipient of the action werestudents of class XI SMK Country 2 Surakarta 3 classes, namely XI TPM D, XITKBB, XI TKR A which amounted to 90 students and the subject of the action wasthe researcher assisted by a mathematics teacher. Method of collecting data throughobservation, interviews, field notes and documentation. Data analysis techniques werecarried out descriptively qualitative with a flow model consisting of date collection,data reduction, data presentation, verification and conclusion drawing. The resultsof this study indicate that by approaching students, understand the character ofstudents so that they feel close, not acute with the teacher , dare to ask questionsabout mathematical competencies that have not been understood, and feel cared foracknowledged by students who have the ability and skills.]]>
<![CDATA[Tanggung Jawab Siswa Dalam Pembelajaran Matematika SMA ]]>
<![CDATA[Desi Dwi Hastuti]]>;
<![CDATA[S. Sutama]]>;
<![CDATA[Djalal Fuadi]]>
<![CDATA[ Manajemen Pendidikan Vol. 13, No. 2, Tahun 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v13i2.7481
<![CDATA[This study aims to describe the forms, characteristics, and consequences of studentresponsibility in learning mathematics. This research is a qualitative research withethnography design. Techniques of collecting data using interviews, observation, anddocumentation. Data analysis techniques use interactive model analysis. The resultsof this study: 1) The forms of student responsibility in learning mathematics in highschool such as responsibility as individuals, religious people, students, and citizens.Student responsibilities collect the task thoroughly and follow the learning math well. Subject teachers assess the competence of knowledge and skills. BK teachers and religious teachers assess the competence of spiritual and social attitudes. 2) The characteristics of student responsibility in learning mathematics in high school done by completing the task well, ready to bear the burden and bear the risk, keeping promises, and can feel the difficulties of others. By following the extracurricular, students learn responsibility for the task. The teacher reminded the task and made a bill for who has not collected the task. 3) The consequences of student responsibility in high school mathematics have some advantages such as being able to help themselves, be effective in helping others, and be trustworthy. Cooperative learning can increase interaction among students and help each other in completing the task.]]>
<![CDATA[Kontibusi Kemandirian Siswa, Monitoring Orang Tua dan Fasilitas Kelas Terhadap Hasil Belajar Matematika ]]>
<![CDATA[Siti Yuliana Nur Ardiyanti]]>;
<![CDATA[Meggy Novitasari]]>
<![CDATA[ Manajemen Pendidikan Vol. 13, No. 2, Tahun 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jmp.v13i2.7486
<![CDATA[This study focuses on (1) examine the contribution of student independence, parentalmonitoring, and class facilities on mathematics learning outcomes (2) examinethe contribution of students’ independence on mathematics learning outcomes (3)examine the contribution of parental monitoring on mathematics learning outcomes(4) examine the contribution of class facilities on mathematics learning outcomes.This research belongs to quantitative research. The study population is 350students of class XI SMK Negeri 1 Miri Sragen. The study sample of 187 students isdetermined by the Slovin formula. The data are obtained using proportional randomsampling, questionnaire, and documentation. The data find in this research areanalyzed using multiple linier regression. The results of this study are (1) there is acontribution of student independence, parental monitoring and classroom facilitiestowards mathematics learning outcomes by 16.8% while the remaining 83.2% can be influenced by other factors outside this research (2) there is no contribution of students’ independence to mathematics learning outcomes with a relative contribution of 26% and an effective contribution of 4% (3) there is parental monitoring contribution to mathematics learning result with relative contribution of 18% and effective contribution 3% (4) there is a class facility contribution to mathematics learning outcomes with a relative contribution of 256% and an effective contribution of 9%.]]>
<![CDATA[Manfaat Kegiatan Ekstra Kurikuler Dalam Pengembangan Kompetensi Sosial Siswa SMA ]]>
<![CDATA[W. Wafroturrohmah]]>;
<![CDATA[Eny Sulistiyawati]]>
<![CDATA[ Manajemen Pendidikan Vol. 13, No. 2, Tahun 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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Full PDF (490.791 KB)
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DOI: 10.23917/jmp.v13i2.7482
<![CDATA[The specific objective in this study is to obtain the benefits of extra-curricularactivities from students who are active in extra-curricular activities in supportingtheir development, especially students’ social competence which includes theability to cooperate, build social interaction and be able to communicate wellbetween students in the school environment by utilizing resources - sources in theirenvironment to be able to behave appropriately and accurately in all environmentalconditions. This type of research is phenomenological qualitative. Data collectiontechniques used include: observation / observation and interview. The instrumentused consists of: interview guidelines and observation / observation guidelines. Data analysis techniques used are qualitative analysis with steps namely: data reduction, data presentation, discussion and conclusion. Research results: 1) extracurricular activities foster self-confidence, discipline, and courage to speak in public. 2) Extracurricular activities foster independence and maturity that can change their way of thinking if they face problems in their lives. 3) Extra curricular activities become a media for them to discuss and learn together to solve academic problems they face.]]>
