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Journal : Journal of Educational Research and Evaluation

Importance-Performance Analysis Sebagai Alat Evaluasi Kualitas Pelayanan Pendidikan Tinggi (Studi Kasus FIP Universitas Pendidikan Ganesha) Sastra Agustika, Gusti Ngurah; Ayu Wulandari, I G. A.; Jayanta, I Nyoman Laba
Journal of Education Reseach and Evaluation Vol 1, No 4 (2017)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (525.375 KB) | DOI: 10.23887/jere.v1i4.13652

Abstract

Keberhasilan lembaga penyelenggara pendidikan sangat ditentukan oleh kualitas pelayanan yang dapat diukur melalui kepuasan mahasiswa sebagai pelanggan jasa pendidikan. Penelitian ini bertujuan untuk 1) mengukur  tingkat kepuasan mahasiswa terhadap pelayanan Fakultas Ilmu Pendidikan Universitas Pendidikan Ganesha, 2) mengetahui faktor dan variabel apa yang harus harus ditingkatkan untuk memenuhi kepuasan mahasiswa, 3) mengetahui faktor dan variabel apa yang harus tetap dipertahankan untuk memenuhi kepuasan mahasiswa, 4) apakah layanan yang diterima mahasiswa sudah sesuai dengan yang diharapkan mahasiswa. Data penelitian diperoleh dengan menggunakan kuesioner sebagai alat pengumpul data. Dimensi yang digunakan menyusun istrumen merupakan dimensi-dimensi yang menentukan kualitas pelayanan yang terdiri dari 5 dimensi yaitu: 1) bukti langsung (tangible), 2) keandalan (Reability), 3) daya tanggap (Responsiveness), 4) jaminan (Assurance), dan 5) Empati (Emphaty). Jumlah responden yang digunakan sebagai sampel berjumlah 321 responden yang diambil secara proporsional berdasarkan jumlah mahasiswa setiap jurusan. Teknik analisis yang digunakan adalah statistika deskriptif untuk mengetahui tingkat kepuasan mahasiswa, dilanjutkan dengan importance-performance analysis untuk mengetahui tingkat kepentingan dan kepuasan mahasiswa. Dari hasil penelitian diperoleh bahwa tingkat kepuasan mahasiswa terhadap pelayanan akademik secara umum adalah cukup baik dengan persentase tingkat kepuasan sebesar 68,97%. Hasil Importance-Performance Analysis menunjukkan terdapat 6 indikator pelayanan yang harus mendapat prioritas peningkatan dan 3 indikator pelayanan yang harus dipertahankan untuk memenuhi kepuasan mahasiswa.
The Effectivity of TPS Type Cooperative Learning Model Based on Interpersonal Intelligence Toward Mathematical Knowledge Competencies Agustika, G.N. Sastra; Aryati, Ni Md. Ayu; Wiarta, I Wyn.
Journal of Education Research and Evaluation Vol 3, No 3 (2019)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (928.046 KB) | DOI: 10.23887/jere.v3i3.21856

Abstract

This study aimed to find out the effectiveness of cooperative learning model of the Think Pair Share type observed from interpersonal intelligence toward Mathematical competency on the fourth grade at SDN Moh. Hatta in academic year of 2018/2019. This study was a quasi-experimental design with 2 x 2 factorial design. The population of this study were 244 students on the fourth grade of SDN Moh. Hatta in academic year of 2018/2019. The sample technique used in this study was purposive sample.The data were collected using test and non-test methods. The data were analysed using 2-lane variance analysis. Based on the results of the analysis, it is obtained that (1) FA hitung = 7,002 > F tabel (α = 0,05; 1;76))= 3,967. Therefore, the null hypothesis (H0) is rejected. It signifies that “there is a significant difference in Mathematical competency between group of students who are taught through cooperative learning model of Think Pair Share type and group of students who are taught using conventional learning”, (2) FB hitung = 0,041 <  F tabel (α = 0,05; 1;76)) = 3,967. Therefore, the null hypothesis (H0) is accepted. It means that “there is no significant difference in Mathematical competency between students who have high interpersonal intelligence and students who have low interpersonal intelligence”, (3) FAB hitung = 0,902  < F tabel (α = 0,05; 1;76))= 3,967. From the last results, the null hypothesis (H0) is accepted. It means that “there is no significant interaction between cooperative learning model of Think Pair Share type and interpersonal intelligence on Mathematical competency. The results of the treatment effectiveness calculation obtained the score of 14η2=0.083"> . Overall, it can be concluded that the application of the learning model has an influence on the Mathematical competency by 8,3%
The Effectiveness of Cooperative Learning Model of the TSTS Type Observed From the Interpersonal Intelligence Toward the Mathematical Competency Agustika, G.N. Sastra; Yusi Lestari, Ni Md.; Wiarta, I Wyn.
Journal of Education Research and Evaluation Vol 3, No 2 (2019)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (772.902 KB) | DOI: 10.23887/jere.v3i2.20973

Abstract

This study aimed to find out the effectiveness of cooperative learning model of the Two Stay Two Stray type observed from interpersonal intelligence toward Mathematical competency on the fourth grade at SDN Moh. Hatta. This study was a quasi-experimental design with 2 x 2 factorial design. The population of this study were 244 students on the fourth grade of SDN Moh. Hatta in academic year of 2018/2019. The selection of the control group and the experimental group was conducted randomly. The data were collected using test and non-test methods. The data were analysed using 2-lane variance analysis. Based on the results of 2-lane variance analysis, it is obtained that (1) FA = 10,606 > F tabel (? = 0,05; 1;75)) = 3,969. Therefore, the null hypothesis (H0) is rejected. It signifies that ?there is a significant difference in Mathematical competency between group of students who are taught through cooperative learning model of Two Stay Two Stray type and group of students who are taught using conventional learning?, (2) FB = 0,201 < F tabel (? = 0,05; 1;75))= 3,969. Therefore, the null hypothesis (H0) is accepted. It means that ?there is no significant difference in Mathematical competency between students who have high interpersonal intelligence and students who have low interpersonal intelligence on Mathematical competency?, (3) FAB = 0,502 < F tabel (? = 0,05; 1;75))= 3,969. From the last results, the null hypothesis (H0) is accepted. It means that ?there is no significant interaction between cooperative learning model of Two Stay Two Stray type and interpersonal intelligence on Mathematical competency. The results of the treatment effectiveness calculation obtained the score of n2 = 0,122 . Overall, it can be concluded that the application of the learning model has an influence on the Mathematical competency by 12,2%.
Importance-Performance Analysis Sebagai Alat Evaluasi Kualitas Pelayanan Pendidikan Tinggi (Studi Kasus FIP Universitas Pendidikan Ganesha) Gusti Ngurah Sastra Agustika; I G. A. Ayu Wulandari; I Nyoman Laba Jayanta
Journal of Education Reseach and Evaluation Vol 1 No 4 (2017): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (525.375 KB) | DOI: 10.23887/jere.v1i4.13652

Abstract

Keberhasilan lembaga penyelenggara pendidikan sangat ditentukan oleh kualitas pelayanan yang dapat diukur melalui kepuasan mahasiswa sebagai pelanggan jasa pendidikan. Penelitian ini bertujuan untuk 1) mengukur  tingkat kepuasan mahasiswa terhadap pelayanan Fakultas Ilmu Pendidikan Universitas Pendidikan Ganesha, 2) mengetahui faktor dan variabel apa yang harus harus ditingkatkan untuk memenuhi kepuasan mahasiswa, 3) mengetahui faktor dan variabel apa yang harus tetap dipertahankan untuk memenuhi kepuasan mahasiswa, 4) apakah layanan yang diterima mahasiswa sudah sesuai dengan yang diharapkan mahasiswa. Data penelitian diperoleh dengan menggunakan kuesioner sebagai alat pengumpul data. Dimensi yang digunakan menyusun istrumen merupakan dimensi-dimensi yang menentukan kualitas pelayanan yang terdiri dari 5 dimensi yaitu: 1) bukti langsung (tangible), 2) keandalan (Reability), 3) daya tanggap (Responsiveness), 4) jaminan (Assurance), dan 5) Empati (Emphaty). Jumlah responden yang digunakan sebagai sampel berjumlah 321 responden yang diambil secara proporsional berdasarkan jumlah mahasiswa setiap jurusan. Teknik analisis yang digunakan adalah statistika deskriptif untuk mengetahui tingkat kepuasan mahasiswa, dilanjutkan dengan importance-performance analysis untuk mengetahui tingkat kepentingan dan kepuasan mahasiswa. Dari hasil penelitian diperoleh bahwa tingkat kepuasan mahasiswa terhadap pelayanan akademik secara umum adalah cukup baik dengan persentase tingkat kepuasan sebesar 68,97%. Hasil Importance-Performance Analysis menunjukkan terdapat 6 indikator pelayanan yang harus mendapat prioritas peningkatan dan 3 indikator pelayanan yang harus dipertahankan untuk memenuhi kepuasan mahasiswa.
The Effectiveness of Cooperative Learning Model of The TSTS Type Observed from The Interpersonal Intelligence Toward The Mathematical Competency G.N. Sastra Agustika; Ni Md. Yusi Lestari; I Wyn. Wiarta
Journal of Education Reseach and Evaluation Vol 3 No 2 (2019): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (772.902 KB) | DOI: 10.23887/jere.v3i2.20973

Abstract

This study aimed to find out the effectiveness of cooperative learning model of the Two Stay Two Stray type observed from interpersonal intelligence toward Mathematical competency on the fourth grade at SDN Moh. Hatta. This study was a quasi-experimental design with 2 x 2 factorial design. The population of this study were 244 students on the fourth grade of SDN Moh. Hatta in academic year of 2018/2019. The selection of the control group and the experimental group was conducted randomly. The data were collected using test and non-test methods. The data were analysed using 2-lane variance analysis. Based on the results of 2-lane variance analysis, it is obtained that (1) FA = 10,606 > F tabel (α = 0,05; 1;75)) = 3,969. Therefore, the null hypothesis (H0) is rejected. It signifies that “there is a significant difference in Mathematical competency between group of students who are taught through cooperative learning model of Two Stay Two Stray type and group of students who are taught using conventional learning”, (2) FB = 0,201 < F tabel (α = 0,05; 1;75))= 3,969. Therefore, the null hypothesis (H0) is accepted. It means that “there is no significant difference in Mathematical competency between students who have high interpersonal intelligence and students who have low interpersonal intelligence on Mathematical competency”, (3) FAB = 0,502 < F tabel (α = 0,05; 1;75))= 3,969. From the last results, the null hypothesis (H0) is accepted. It means that “there is no significant interaction between cooperative learning model of Two Stay Two Stray type and interpersonal intelligence on Mathematical competency. The results of the treatment effectiveness calculation obtained the score of n2 = 0,122 . Overall, it can be concluded that the application of the learning model has an influence on the Mathematical competency by 12,2%.
The Effectivity of TPS Type Cooperative Learning Model Based on Interpersonal Intelligence Toward Mathematical Knowledge Competencies G.N. Sastra Agustika; Ni Md. Ayu Aryati; I Wyn. Wiarta
Journal of Education Reseach and Evaluation Vol 3 No 3 (2019): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (928.046 KB) | DOI: 10.23887/jere.v3i3.21856

Abstract

This study aimed to find out the effectiveness of cooperative learning model of the Think Pair Share type observed from interpersonal intelligence toward Mathematical competency on the fourth grade at SDN Moh. Hatta in academic year of 2018/2019. This study was a quasi-experimental design with 2 x 2 factorial design. The population of this study were 244 students on the fourth grade of SDN Moh. Hatta in academic year of 2018/2019. The sample technique used in this study was purposive sample.The data were collected using test and non-test methods. The data were analysed using 2-lane variance analysis. Based on the results of the analysis, it is obtained that (1) FA hitung = 7,002 > F tabel (α = 0,05; 1;76))= 3,967. Therefore, the null hypothesis (H0) is rejected. It signifies that “there is a significant difference in Mathematical competency between group of students who are taught through cooperative learning model of Think Pair Share type and group of students who are taught using conventional learning”, (2) FB hitung = 0,041 <  F tabel (α = 0,05; 1;76)) = 3,967. Therefore, the null hypothesis (H0) is accepted. It means that “there is no significant difference in Mathematical competency between students who have high interpersonal intelligence and students who have low interpersonal intelligence”, (3) FAB hitung = 0,902  < F tabel (α = 0,05; 1;76))= 3,967. From the last results, the null hypothesis (H0) is accepted. It means that “there is no significant interaction between cooperative learning model of Think Pair Share type and interpersonal intelligence on Mathematical competency. The results of the treatment effectiveness calculation obtained the score of 14η2=0.083"> . Overall, it can be concluded that the application of the learning model has an influence on the Mathematical competency by 8,3%
Co-Authors ., Maria Maha Dewi ., Ni Luh Wayan Dina Widiani ., Ni Nyoman Risa Wahyuni Adrianus I Wayan Ilia Yuda Sukmana Anak Agung Ayu Laksmi Dewi Anak Agung Gede Agung Anditha Febbriana, I Made Ryan Anggreni, Ni Wayan Yurita Antari, Ni Kadek Dewi Ardana, I Kt. Ardana, IK. Arini, Ni Luh Putu Dina Aryati, Ni Md. Ayu Ayu Wulandari Ayu Wulandari Ayu Wulandari, I G. A. Ayulina Agustini, Ni Kadek Darmayanti, N.P.D Desak Ketut Sri Galuh Dewi, Ni Luh Putu Putri Priantini Dewi, Ni Putu Diah Mahendri Dewi, Ni Putu Juwita Dewi, Ni Putu Wulan Pratami Diah Fitasari, Ni Putu Diawati, Luh Putri Dinayusadewi, Ni Putu Dwika Putri, Ni Made Canessia Eka Lengari, Maria Petronela Gde Rama Isumunuartha Hermayuni, T. D. I Dewa Ayu Tini Udayani I G. A. Ayu Wulandari I Gede Adi Darma Putra I Gede Darma Susila I Gusti Agung Ayu Wulandari I Gusti Agung Ayu Wulandari I Gusti Agung Ayu` Wulandari I Gusti Ayu Putu Putri Widayanti I Ketut Adnyana Putra I Ketut Ardana I Ketut Ardana I Komang Adi Kusuma Atmaja I Komang Ngurah Wiyasa I Made Putra Wirawan I Made Ryan Anditha Febbriana I Nyoman Angga Suryawan I Nyoman Laba Jayanta I Putu Ari Sanjaya I PUTU PASEK SURYAWAN I Wayan Wiarta I Wayan Wiarta I Wyn. Wiarta I.W. Wiarta Ida Ayu Kade Ditha Gayatri Ida Bagus Surya Manuaba IK. Ardana Isumunuartha, Gde Rama Kadek Candra Dewi Kadek Chesnia Feby Kadek Mony Novenda Kartika, A.A. Wahyu Komang Sistadewi Kusuma Atmaja, I Komang Adi Kusumastuti, F. A. Luh Ayu Devi Sawitri Made Widya Ardita Maria Maha Dewi . Maria Petronela Eka Lengari Md. Putra N.P.D Darmayanti Nengah Winta Rahayu Ni Kadek Anisa Ayu Nita Ni Kadek Ayu Dwi Widia Rini Ni Kadek Ayulina Agustini Ni Kadek Dewi Antari Ni Kadek Linda Astiti Rahayu Ni Ketut Rai Syntya Dewi Ni Komang Arista Cahyani Ni Luh Gede Mita Widiastiti Ni Luh Putu Dina Arini Ni Luh Putu Putri Priantini Dewi Ni Luh Wayan Dina Widiani . Ni M.C.D. Putri Ni Made Ayu Primadewi Ni Made Canessia Dwika Putri Ni Made Damayanti Dwi Lestari Ni Made Nindya Cahyani Ni Made Nita Putri Utami Ni Md. Ayu Aryati Ni Md. Yusi Lestari Ni Nyoman Ayu Purnama Dewi Ni Nyoman Ayu Wulandari Ni Nyoman Dewi Anggreni Ni Nyoman Puspa Widhi Saraswati Ni Nyoman Risa Wahyuni . Ni Pt. Diah Sawitri Pratiwi Ni Putu Candra Oka Wahyuni Ni Putu Diah Fitasari Ni Putu Diah Mahendri Dewi Ni Putu Dinayusadewi Ni Putu Indah Wahyuni Ni Putu Juwita Dewi Ni Putu Sri Utami Ni Putu Suardiani Diani Ni Putu Wulan Pratami Dewi Ni Wayan Meisya Swandewi Ni Wayan Suniasih Ni Wayan Yurita Anggreni Novenda, Kadek Mony Ocy Margaretha Tiala Pati Prabawati, Putu Lely Somya Pradnyawathi, Ni Nym Chintya Putra, Md. Putri, Ni M.C.D. Putu Dara Mangku Rila Cahya Putu Evi Yandani Putu Heny Puspita Dewi Putu Lely Somya Prabawati Putu Manik Sugiari Saraswati Putu Nia Sri Widyaputri Rahayu, Nengah Winta Rahayu, Ni Kadek Linda Astiti Rila Cahya, Putu Dara Mangku Salsabila, Unik Hanifah Sanjaya, I Putu Ari Saraswati, Ni Nyoman Puspa Widhi Saraswati, Putu Manik Sugiari Sawitri Pratiwi, Ni Pt. Diah Suryawan, I Nyoman Angga Tini Udayani, I Dewa Ayu Titus Prayoga Utami, Ni Putu Sri Wiarta, I Wyn. Wiarta, I. Wyn Wiarta, I.W. Widiana, I. W. Widiastiti, Ni Luh Gede Mita Widyaputri, Putu Nia Sri Yasa, I Komang Sutresna Yusi Lestari, Ni Md.