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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Jurnal Inovasi Teknologi Pendidikan JURNAL PENDIDIKAN EKONOMI: Jurnal Ilmiah Ilmu Pendidikan, Ilmu Ekonomi dan Ilmu Sosial Halaqa : Islamic Education Journal Visipena Edukasi Islami : Jurnal Pendidikan Islam EQUILIBRIUM: Jurnal Ilmiah Ekonomi dan Pembelajarannya Indonesian Journal of Learning Education and Counseling Journal on Education Edumaspul: Jurnal Pendidikan Jurnal Pendidikan Edutama Mudir : Jurnal Manajemen Pendidikan Al-Bayan: Jurnal Ilmu al-Qur'an dan Hadist Jurnal IKA PGSD : Ikatan Alumni PGSD UNARS Jurnal Pendidikan dan Kewirausahaan Community Development Journal: Jurnal Pengabdian Masyarakat JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Sustainable: Jurnal Kajian Mutu Pendidikan Didaktika: Jurnal Kependidikan Joong-Ki : Jurnal Pengabdian Masyarakat Journal of Childhood Development Education and Counseling Journal Journal of Community Empowerment and Innovation Joong-Ki Journal of International Multidisciplinary Research
Miftahus Surur
(Scopus ID: 57212514433) STKIP PGRI Situbondo
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : Jurnal Pendidikan dan Kewirausahaan

 1 
PENERAPAN MODEL PEMBELAJARAN SNOWBALL THROWING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA MATA PELAJARAN IPS EKONOMI MATERI POKOK PASAR KELAS VIII-A SMP NEGERI 1 ASEMBAGUS Miftahus Surur
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 3 No 1 (2015)
Publisher : STKIP PGRI SITUBONDO

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Based on the interview result that is done by researcher with Economic teacher of VIII-A Class at State Junior High School 1 Asembagus, researcher finds that“learning model that applied in Economic school subject in market material was conventional learning model,which are lecture, discussion, and assignment. The interview was related to the implementation of conventional learning model, he said that conventional learning model was appropriated to apply inclass who has big students and make teacher easily to dominate class.So, it’s needed to update the implementation of learning model to increase the learning quality. The objective of this study was to describe the implementation of Snowball Throwing learning model in increase student’s learning activity and learning result on Economic subject with market material on Class VIII-A State Junior High School 1 Asembagus. This study was classroom action research. This study will be held in two cycles, and each cycle consists of four phases, which are planning, action, observation, and reflection. And the data collecting technique which used in this study were interview, documentation, observation, and test. The implementation of Snowball Throwing learning model can increase student’s learning activity from percentage degree 68% on the first cycle to the 86% on the second cycle. In the other hand, the implementation of Snowball Throwing learning model can increase student’s learning outcomes from classical mastery degree 69% on the first cycle to the 96% on the second cycle. It can be concluded that the implementation of Snowball Throwing learning model can increase student’s learning activity and learning outcomes on Economic subject with market material on Class VIII-A State Junior High School 1 Asembagus.
PENINGKATAN AKTIVITAS DAN HASIL BELAJAR SISWA MELALUI MODEL COOOPERATIVE LEARNING TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) PADA MATA PELAJARAN IPS TERPADU KELAS VII SMP NEGERI 2 ASEMBAGUS SEMESTER GENAP Miftahus Surur
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 3 No 2 (2016)
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Low learning activity on Integrated Social Science subject adversely affects student’s learning outcomes. One factor that affect student’s learning outcomes was learning model which implemented by teacher. The objective of this research was enhanced student’s learning activity and their learning outcome on Integrated Social Science subject by the implementation of cooperative learning model with Team Assisted Individualization (TAI). This research was conducted since May 12th, 2016 until May 21st, 2016 with research object was students Class VII-B as many as 24 students. The research design was Hopkins scheme model, by using 4 phases, which were planning, action, observation, and reflection. To collect data, this research used some techniques, which were observation, interview, and test. The data analysis of this research was used qualitative descriptive analysis. The result of this research showed that student’s learning activity and their learning outcomes was enhanced. Before the implementation of learning model, student’s learning activity was on medium criteria. Based on the result of daily test analysis on the first cycle, student’s classical mastery degree was 77,86%. It showed that the implementation of cooperative learning model with Team Assisted Individualization (TAI) on the first cycle was not succeeded, so this research will be continued to the second cycle. And, the result of daily test analysis on the second cycle, student’s classical mastery degree was 91,14%. Students succeed on the second cycle daily test showed that the implementation of cooperative learning model with Team Assisted Individualization (TAI) was succeeded and brought students to get maximum learning outcomes. Based on the result of this research and its discussions, it can be concluded that the implementation of cooperative learning model with Team Assisted Individualization (TAI) was proved can enhanced student’s learning activity and their learning outcomes on Integrated Social Science subject with classical mastery degree 91,14%.
PENINGKATAN AKTIVITAS DAN HASIL BELAJAR SISWA MELALUI PENERAPAN PEMBELAJARAN MODEL PROBLEM BASED LEARNING (PBL) SISWA PADA MATA PELAJARAN IPS/ EKONOMI KOMPETENSI DASAR MANUSIA SEBAGAI MAKHLUK SOSIAL DAN EKONOMI KELAS VII.A SEMESTER GANJIL DI SMP NEGERI Ika Hidayati; Miftahus Surur
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 4 No 2 (2017)
Publisher : STKIP PGRI SITUBONDO

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Problem-based learning (Problem Based Learning), is one of the innovative learning model that can provide an active learning conditions for students. PBL is a learning model that engages students to solve a problem through the stages of scientific methods so that students can learn knowledge related to these issues and also have the skills to solve problems (Ward, 2002). The object of research is VII.B graders were 26 people. The design of this study is modeled by using the scheme Hopkins Tagart 4 phases: planning, action / action, observation and reflection. To obtain the data in this study using observation, interview and test. Data analysis in this study used a qualitative descriptive analysis. The results of preliminary or repeat the test before the action can be seen that 35.71 This increase also occurred in student activities while following lesson pembelajara using Problem Based Learning (PBL), the observations of student learning activities before the measures amounted to 83.33 percent of the student activity % the activity of a sufficient criterion. While the results of observations made on the implementation of the first cycle of learning keativan students reach 87,18% by the activity of both criteria, and having carried on observations of student learning activities seem very good increased activity of the percentage of students reaching 88.78%. At this stage of reflection carried out by researchers and observers are analyzing the results obtained from the observation of student activity, from the observation of student activity on the implementation of the second cycle it seems there is an increase compared to the average score achieved in the implementation of the first cycle of 85 , 25% to 88.78%. From all the research that has been carried out then the researchers can take the conclusion that the application of learning to Problem Based Learning (PBL) can enhance the activity and student learning outcomes in social studies / Economics Competence Basic Human Beings For Social and Economic odd semester class VII.B at SMP Negeri 2 Kendit Academic.
PENGARUH LINGKUNGAN BELAJAR DI SEKOLAH DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN IPS KELAS VII SEMESTER GENAP SMP NEGERI 1 BESUKI TAHUN PELAJARAN 2017/2018 Miftahus Surur
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 5 No 1 (2017)
Publisher : STKIP PGRI SITUBONDO

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The purpose of this study was to determine the effect of the learning environment in schools and achievement motivation on student learning outcomes in social studies subjects for class VII even semester of SMP Negeri 1 Besuki in the 2017/2018 academic year. In this study, the research design used was ex post fact. The method of determining the location in this study uses a purposive sampling area. the method of determining the sample is simple random sampling method. Methods of data collection in this study using a questionnaire or questionnaire, documentation, observation, interviews. The data analysis used is instrument test and regression analysis test. The conclusion of this study is that there is an influence between the Learning Environment in Schools and Achievement Motivation on the Learning Outcomes of students in Social Studies subjects for class VII Even Semester SMP Negeri 1 Besuki in the 2017/2018 academic year.
PENGARUH MOTIVASI BELAJAR TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN IPSKELAS VII SEMESTER GENAP DI SMP NEGERI 3 PANJI KABUPATEN SITUBONDO Miftahus Surur; Lutfiya Jamil
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 5 No 2 (2018)
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Teaching and learning activities in schools are the most fundamental activities. This means that successful there is no quality education among customers on how the learning process is experienced by students. The process for teaching and learning to run smoothly is done by the teacher, namely by increasing learning motivation. Motivation to learn is a conscious effort to direct and maintain the safety of a person's behavior so that he is motivated to act to do something so as to achieve certain results or goals. Intrinsic motivation is the motivation to learn that comes from the students themselves. If students have intrinsic motivation within themselves, then they will consciously carry out an activity that does not require external motivation. Interest has a huge influence on the course of the student process. If students are interested in learning a lesson or something it will work out well.
Co-Authors Achmad Abdul Azis Achmad Muzammil Agusti Agusti Agusti Agusti Ahmad Hafas Rasyidi Akhmad Ramli Akhmad Ramli Amil Sholihin Asep Mulyana Astuti, Enny Diah Dodik Widarbowo Elfina Elfina Eric Dwi Putra Faridatus Sholeha Fathor Rakhman Feb Amni Hayati Feb Amni Hayati ferdiansyah dwi saputra Ida Fitriana Ambarsari Ika Hidayati Ika Lis Mariatun Ike Yanuarti Soima Indah Yana Indah Yana Indah Yanuar Rizki Intan Tri Utami Intan Tri Utami Irma Noervadila Irma Noervadila Jasiah Kholifah Juliarta Lisma Dian Kartika Sari Lisma Dian Kartika Sari Lutfiya Jamil Ma’rifatul Hasanah Mia Kurniati Moh. Fiki Abdurrahman Muhammad Ridhwan Mumun Munawaroh Nofirman Noviyanti, Anita NUR HASANAH Rahmatillah Rahmatillah Raudhatun Nadiyah Rifki Firdaus Rike Nor Umamiyatil Urfi Roni Wiranata Roni Wiranata Ruski Ruski Siti Aisyah Siti Rohmah Siti Seituni Sofi Tri Oktavia Sova Lailaturrahma Sova Laillaturrahma Supiana Dian Nurtjahyani Syafruddin Syafruddin Tartilla Tartilla Wahyudi Wahyudi Warda Warda Weni Kurnia Rahmawati Yayat Suryatna Yenny Anggreini Sarumaha Yesi Puspitasari Yuliana Dwi Faradila Yuliana Dwi Faradila Zainul Kurama’i Zainul Munawwir Zaki Emyus Zaki Emyus Zidat Aidi Rusdi