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Educational Management
Published by Universitas Negeri Semarang
ISSN : 22527001     EISSN : -     DOI : -
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education
Educational Management is a peer-reviewed journal which publishes original contributions on education administration, management and leadership in the widest sense: on the management of schools of all types, and of further and higher education institutions; on administration and policy at all levels - institutional, local, national and international; and on the study and teaching of educational administration.
Arjuna Subject : -
Articles 514 Documents
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The Improvement of Mastering Science Concept and Critical Thinking Skill Through Guided Inquiry Learning Dewi, kustiyanti; Wahyudin, Agus; Putra, Ngurah Made Darma
Educational Management Article In Pres 2021
Publisher : Educational Management

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Abstract

The purpose of this study is to analyze the mastery of science concept and critical thinking skill through guided inquiry learning as an online learning innovation during the Covid 2019 outbreak. The experimental design used was a quasi experimental design in a nonequivalent control group design. The sample of this research was 138 students from 2 Primary Schools in Semarang City. The technique used for collection data was a performance test with multiple choice and questionnaire. The data analysis technique was the classical assumption test including normality test and heteroscedaticity test as well as hypothesis test including different average test, path analysis, effectiveness test, direct effect test and indirect effect test. The results showed that (1) online guided inquiry learning was effective to improve critical thinking skills, (2) online guided inquiry learning was effective to improve the mastery of science concept, (3) there was a positive effect of guided inquiry learning toward critical thinking skill, (4) ) there was a positive effect of guided inquiry learning toward the mastery of science concept, (5) there was a direct effect of critical thinking skill toward the mastery of science concept, (6) critical thinking skill mediated the effect of guided inquiry learning toward the mastery of science concept. In conclusion, guided inquiry learning is effective and has a direct and indirect positive effect toward critical thinking skill and the mastery of science concept.
Mathematical Representation Ability Viewed from Students' Self-Concept in Class VII Quadrilateral Material Sari, Rahastri Pundhi; Waluya, St. Budi; Supriyadi, Supriyadi
Educational Management Article In Pres 2021
Publisher : Educational Management

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The ability of mathematical representation and self-concept is important for students to understand mathematics in life and the effective ability of students in learning. This study aims to analyze students' mathematical representation abilities in terms of high, medium and low self-concepts. This study used a qualitative method. Grounded theory type design. The research subjects were grade VII students of SMP Negeri 3 Pati. Based on the results of the study, it was found that students' mathematical representation abilities in terms of their high self-concept never gave up to always try to solve problems with the right steps. Students who have their own concept who think that failure is due to trying, not because of their limited abilities, they still believe that if they want to try they can definitely solve existing problems. In addition, students who have good mathematical self-concepts can also make their mathematical abilities better. Representative abilities of students seen from self-concept who have confidence in their abilities, but sometimes give up when solving problems with difficult questions. They have enthusiasm in solving existing problems even though there are still mistakes. The ability of student representation in terms of low self-concept, students who are included in the category of low self-concept do not have confidence in their abilities, they easily give up when solving problems that approach difficult ones.
Students' Scientific Literacy in Science Learning with SETS Vision Using the Problem Based Learning Model Wijaya, Muhamad Effendi Satra; Rusilowati, Ani; Wardani, Sri
Educational Management Article In Pres 2021
Publisher : Educational Management

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Abstract

This study aims to analyzed the improvement of students’ scientific literacy in science learning with SETS vision using the problem based learning model. This quasi experimental research with nonequivalent control group design. the sampling was done by purposive sampling technique, it was gained that grade IV-A students of Primary School 4 Aikmel as experimental class and grade IV-B students of Primary School 2 Aikmel as control class. The data colecting technique was test. Then, it was analyze by N-Gain test and the independent sample t-test. the results showed that there were differences improvement of students’ scientific literacy between the experimental class that implemented problem based learning model in science learning with SETS vision and the control class that implemented expository model. based on N-Gain test results, it shows that experimental class obtained improvement 0,46, categorized moderate, meanwhile, the control class obtained improvement 0.28, showing poor category. The improvement test results that analyzed by independent sample t test shows that the significant value obtained in the sig. (2-tailed) column is 0.001 < 0.05. It is means there was a significant improvement between students’ scientific literacy in experimental and control class
Mathematical Literacy Ability on Reciprocal Teaching Models in Term of The Independent Learning Student Wesna, Merry; Wardono, Wardono; Masrukan, Masrukan
Educational Management Article In Pres 2021
Publisher : Educational Management

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Mathematical literacy ability and learning independence are very important for all students in learning mathematics. The purpose of this study was to analyze mathematical literacy skills in the reciprocal teaching model in terms of student learning independence. This research is qualitative. Students who are the subjects in this study are 8th-grade students of SMPN 7 Pontianak. In this study, the subjects were selected based on high learning independence, moderate learning independence, and low learning independence. The data analysis technique used in this research is data reduction, data presentation, and conclusion drawing. Based on the results of the study, it shows that students' mathematical literacy skills in terms of high learning independence can use all indicators of mathematical literacy abilities maximally, complete each given task confidently and be able to complete tasks correctly. Students with moderate learning independence can use several indicators of mathematical literacy for a relatively long time and have a little difficulty in some of the problems that have to be done. Students at low learning independence and always expect help for the completion of given tasks.
Mathematical Literacy Ability in Probing Prompting Learning Based on Self-Confidence Assited by Schoology Danieryanto, Erlia; wardono, Wardono; Rosyida, Isnaini
Educational Management Article In Pres 2021
Publisher : Educational Management

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Abstract

Mathematical literacy ability and self-confidence are important in learning mathematics for students' needs. An innovative learning model is needed that can boost up their mathematical literacy ability and self-confidence, named Probing Prompting assisted by Schoology. The research aims (1) to determined the quality of Probing Prompting assisted by Schoology (2) described students' mathematical literacy abilities based on self-confidence after being subjected to probing prompting learning. The study used a qualitative method. The student population was students of class VII SMP N 33 Semarang with two sample classes. The results showed that (1) Probing Prompting assisted by Schoology have certain quality for students’ mathematical literacy ability (2) students with high self-confidence have mathematical literacy ability in all indicators, students with medium self-confidence almost have all indicators of mathematical literacy ability, students with low self-confidence did not yet have complete the mathematical literacy ability for all indicators.
Geometric Problem Solving Skill Analysis of Primary School Learners Taught by Module Assisted Independent PBL Model Faujiyah, Siti; Sukestiyarno, YL; Kharisudin, Iqbal
Educational Management Article In Pres 2021
Publisher : Educational Management

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The underlying background of this research was the importance of teaching problem solving skill as 21st-century skills. Providing a qualified learning facility to train learners solving problems is a challenge for teachers. This research applied the Problem Based Learning model as innovative learning in the form of independent learning. The learners did this independent learning with the given geometric problem solving module. The teachers guided the learning process via online. It was also monitored by the learners' parents as well as the peer tutors. After the lesson, an evaluation and a work discussion were promoted together with the school teachers. This research examined the learning quality taught by module-assisted independent PBL model. It consisted of analyzing the learning instrument validity level, the learning implementation, and the model effectiveness as indicated by the completeness and the correlation tests. This research applied a mixed method with sequential exploratory design. The finding showed the learning instrument was valid. Thus, it could be applied practically at school. The effectiveness level showed that PBL model based on independent learning and assisted by module was effective. The completeness test results, assisted by SPSS, showed Sig score higher than 5%, 0.731. Thus, it had reached the completeness. The correlation test assisted by SPSS obtained a sig score of 0.3%. It was lesser than 5%. Thus, there was a correlation between learning autonomy toward problem solving skills. Therefore, this module-assisted independent PBL model was qualified based on the plan, the implementation, and the evaluation. Thus, it could be a qualified learning alternative at primary school.
The Effectiveness of Contextual Teaching Learning and Quantum Learning Models on Critical Thinking Skills and Self-Confidence of Fifth Graders Wibowo, Sarwo Edi; Susilo, Susilo; Suminar, Tri
Educational Management Article In Pres 2021
Publisher : Educational Management

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This study aims to find out and analyze the improvement in critical thinking skills and self-confidence using contextual teaching learning (CTL) and quantum learning (QL) models for fifth graders. This study employed a quasi-experimental research design. The population of this research was fifth graders of SDN Mento involving 28 students, SDN Muntung 30 students, and SDN Canggal 28 students. These samples were selected using random sampling technique. The data in this study was obtained from tests and observation. The data analysis in this study included t-test by using SPSS 23.0 software. The results indicated that there was improvement in the critical thinking skills using CTL learning model with t-score 20.868 at sig. 0.000 as well as in the self-confidence with t score 2.845 at sig. 0.006. There was an improvement in the critical thinking skills using QL learning model with t score 3.061 at sig. 0.003 and in the self-confidence with t score 4.724 at sig. 0.000. The conclusion of this study is CTL and QL models are effective to enhance critical thinking skills and self-confidence of fifth graders.
Student Learning Motivation in Control and Experiment Classes Using Role Playing Model’s Based On Traditional Games Cinta Salim, Clarrisa Vicky Fidela; Raharjo, Tri Joko; Utomo, Udi
Educational Management Article In Pres 2021
Publisher : Educational Management

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The purpose of this study was to find differences in the learning motivation of students who learn to use a role playing model based on traditional games with conventional learning. The research was conducted using a quantitative research approach, namely a quasi-experimental method with a research design using a pretest-posttest control group design. This design involved two groups of subjects, one was given experimental treatment (experimental group) and the other was not given treatment (control class). The results showed that the students' learning motivation in the experimental class with the role playing model based on the traditional crank game was better than the control class with conventional learning. These results can be proven by the mean value of the experimental class motivation of 84.87, while the average result of the control class motivation is 68.37. It can be concluded that the use of role playing models based on traditional crank games has a better effect than conventional learning in increasing learning motivation of fourth grade elementary school students.
The Role of Learning Motivation in Mediating the Influence of the School Environment, Parents, Peer Care Patterns on Learning Achievement Ni’mah, Siti Khoirun; Wahyudin, Agus; Isnarto, Isnarto
Educational Management Article In Pres 2021
Publisher : Educational Management

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There are several factors that can improve learning achievement, namely internal and external factors. The purpose of this study was to determine the effect of the school environment, parenting styles, peers, learning motivation on learning achievement, the influence of the school environment, parenting styles, peers on learning motivation, the influence of learning motivation in mediating the school environment, parenting styles of parents, peers. on the learning achievement of elementary school grade 5 in Gebog Kudus. This study used an ex post facto research design. The results is: The positive and significant influence of the school environment on learning achievement was 6.81%, the parenting style of parents on learning achievement was 20.25%, peers on learning achievement were 8.58%, learning motivation on learning achievement was 6,25%, the school environment on learning motivation was 23.23%, the parenting style of parents on learning motivation was 18.49%, peers on learning motivation were 17.72%. Learning motivation can mediate positively and significantly the influence of parenting style on student achievement, tcount 2.1069 > from ttable 1.980. Motivasi perfect learning does not mediate environmental influences of school and peers on learning achievement. Based on these results, H8 and H10 were rejected, so for future studies other mediating variables can be examined.
The Effect of Teaching Creativity, Classroom Management Ability, and Life Skill Education on the Implementation of Child Friendly Schools Aji, Ewati Munawaroh; Suminar, Tri; Nuswowati, Murbangun
Educational Management Article In Pres 2021
Publisher : Educational Management

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Schools must be a safe place for students. Teachers, students and school members must understand child protection regulations. Violence, bullying or other negative actions should not be carried out against students. Education implemented by schools must be humanist education. It takes teachers who are creative in teaching and able to manage the class well and are able to internalize life skill education for students through exemplary, invitation and teacher motivation. This study aims to analyze the effect of teaching creativity, the ability to manage classes, and life skills education on the implementation of child-friendly schools.The research design used ex post facto correlational research. The data analysis technique used regression analysis. The study population was public and private elementary schools class teachers in Semarang City. The research sample consisted of 49 teachers using purposive sampling technique. The data collection technique used unstructured interviews, questionnaires, and documentation. The results showed that teaching creativity had a significant effect of 30.4% on the implementation of child-friendly schools, the ability to manage classes had a positive and significant effect of 32.7% on the implementation of child-friendly schools, life skills education has a positive and significant effect on the implementation of child-friendly schools by 26.6%.

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