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Nining Mariyaningsih
SMK Negeri 1 Salatiga
Education

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PENINGKATAN AKTIVITAS DAN HASIL BELAJAR AKUNTANSI MATERI LAPORAN KEUANGAN MELALUI METODE GALLERY WALK DUATI-DUATA Mariyaningsih, Nining
Dinamika Pendidikan Vol 9, No 1 (2014): Juni 2014
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

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In learning accounting, conventional learning models are still frequently used by the teacher. As a result, the learning become monotonous and it’s not maximum. The problem of this study is wheather through Gallery Walk Duati-Duata can improve the activity and learning outcomes of accounting students.This study was class action research which was designed into two main cycles. Each cycle consisted of four stages started from planning, acting, observing and reflecting. The result showed that : (1) Learning activities increase from 27,78% before cycle, 69,45% in first cycle and 93,88% in second cycle, (2) The learning outcomes increase, from 22,22% before siklus, 75% in first cycle and 94,44% in second cycle. Therefore the use of this methods could be one of the reference of teachers in implementing the learning process.
PENERAPAN METODE KONTEKSTUAL INVESTIGASI BISNIS DAN GAME ULAR TANGGA KOMBI DALAM UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR KOMUNIKASI BISNIS Mariyaningsih, Nining
Dinamika Pendidikan Vol 7, No 2 (2012): December 2012
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

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The objective of this study is to improve students’ activity and students’ learning outcomes for accounting students in the first grade in SMK Negeri 1 Salatiga at second semester in the academic year of 2011/2012. This study was a class action research which was designed into two main cycles. Each cycle consisted of four stages started from planning, acting, observing and reflecting. The result showed that : (1) Learning activities with the above three criteria,  increase from 33.34% before the cycle, 66.66% in the first cycle and 93.44% in the second cycle, (2) The learning outcomes increase from 22.22% before the cycle, 75% in the first cycle and 94.44% in the second cycle. Therefore; the use of this method could be a teachers’ reference in implementing the teaching-learning process.
PENERAPAN TEAM GAMES TOURNAMENT (TGT) DALAM UPAYA MENINGKATKAN KREATIVITAS DAN MINAT BELAJAR PADA STANDAR KOMPETENSI PROSES PENGELOLAAN KREDIT Mariyaningsih, Nining
Dinamika Pendidikan Vol 5, No 1 (2010): Juni 2010
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

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Abstract

The objectives of this study are: (1) to know the effectiveness of Team Games Tournament (TGT) method to improve the accounting creativity learning for accounting students in SMK Negeri 1 Salatiga (2) to know the improvement of students’ interest in accounting learning through Team Games Tournament (TGT) method in SMK Negeri 1 Salatiga, and (3) to know the improvement of students’ creativity and learning interest through Team Games Tournament (TGT) method in SMK Negeri 1 Salatiga. This study was class action research which was designed into three main cycles; they were 1st cycle, 2nd cycle and 3rd cycle.  Each cycle consisted of four stages started from planning - implementation - evaluation - analysis and reflection. The study was conducted for XI class in SMK Negeri 1 Salatiga. The collected data were: (1) students activities during learning, (2) teacher and students’ interaction, (3) the level of students creativity and interest, (4) student achievement and (5) students response toward the learning process. The observation of learning process was conducted by the collaborators. The result showed that the good quality of learning process was if teachers were able to motivate students to learn actively and creatively. After analyzing the data, it showed that the students’ activeness to raise the new ideas was up to 91% while the students’ activeness to join the discussion group was only 84%. Then, the students’ enthusiasm in joining the game was up to 95%, it meant that the students were very interested in the game. In the first cycle, the students’ learning mastery increased from 24% to 62%, the increase of the second cycle was 8%. And finally, in the third cycle, it increased significantly by 22%. Thus; it can be concluded that the cooperative learning model with TGT type can improve students understanding on the concepts learned.
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