Cetta: Jurnal Ilmu Pendidikan
Cetta: Jurnal Ilmu Pendidikan is an scientific journal published by Jayapangus Press, aims at providing scientific insights regarding various educational situations or interactions, of all level and types of education. The foci of the journal are: 1) Review of educational curriculum, 2) Review of learning materials, 3) Teaching media and teaching aids, 4) Teaching methods and strategies, 5) Teacher’s competencies, 6) Studies on learner’s and teacher’s development, 7) Educational institution management studies, 8) Characters, gender, and educational evaluation.
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<![CDATA[Hubungan Iklim Kerja Dan Motivasi Berprestasi Dengan Kinerja Guru SMP Di Kecamatan Lasolo ]]>
<![CDATA[. Ritmanto]]>
<![CDATA[ Cetta: Jurnal Ilmu Pendidikan Vol 1 No 2 (2018) ]]>
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<![CDATA[This study aimed to analyze : (1) the correlation between work atmosphere and junior high school teacher’s performance in Lasolo sub regency; (2) the correlation between motivation for achievement and junior high school teacher’s performance in Lasolo sub regency; (3) the correlation between work atmosphere coupled with motivation for achievement and the performance of junior high school teachers in Lasolo sub regency. The research used a survey method, by applying a correlational approach. The population of the study was all teachers of junior high school in Lasolo sub regency, totaling 110. The sample of the study were 33 respondents who were selected through purposive random sampling technique. The data were collected through self-developed instrument, which was firstly piloted to empirically establish its validity and reliability. The result of the study: (1) there was a positively very significant correlation between work atmosphere and the performance of junior high school teachers in the sub regency of Lasolo, as was indicated by a coefficient correlation of 0,706. (2) There was a positively very significant correlation between motivation for achievement and the performance of junior high school teachers in the sub regency of Lasolo, as was indicated by a coefficient correlation of 0,661. and (3) there was a positively very significant correlation between work atmosphere coupled with motivation for achievement and the performance of junior high school teachers in the sub regency of Lasolo, as was indicated by a coefficient correlation (R) = 0,730 and determining coefficient (r square) = 0,533 or 53,3%.]]>
<![CDATA[Integrasi Nilai–Nilai Kemanusiaan pada Pembelajaran Matematika dan IPA Sebagai Pendidikan Karakter yang Aktif dan Kreatif ]]>
<![CDATA[Ni Wayan Putu Suardani]]>
<![CDATA[ Cetta: Jurnal Ilmu Pendidikan Vol 1 No 2 (2018) ]]>
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<![CDATA[Character formation is one of the national educational goals as set out in article I.UU Sisdiknas year 2003. During this time at the formal level of school tends to character education only transformed through a particular lesson such as religion, Pancasila and character only. Though Character education can be integrated with other subjects such as Mathematics and Science. This literature review aims to describe the integration of character education in Mathematics and Science lessons. This literature review provides a formulation of how character education can be integrated in Mathematics and Science lessons. With the integration of character education to some of these lessons support the achievement of our naisonal education is the development of the potential of learners to have intelligence, personality and noble character.]]>
<![CDATA[The Effect Of Venn Diagram To Enhance Students Reading Comprehension At The Second Year Of Smp Negeri 1 Wawotobi ]]>
<![CDATA[Asri Nofa Rama]]>
<![CDATA[ Cetta: Jurnal Ilmu Pendidikan Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Jayapangus Press ]]>
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<![CDATA[This study aimed to find out (1) the extent to which Venn diagram enhance students’ reading comprehension. This study was a mixed method research design known as explanatory mixed method design (Quan-Qual model). There were two groups involved namely experimental and control group. The study was carried out at the second year of SMP Negeri 1 Wawotobi with 33 students as the sample. Data were collected by using reading test. Moreover, the data were analyzed quantitatively and interpreted by using the software program of SPSS 16.0. This study found that Venn Diagram give a significant effect on students’ reading comprehension from pre-test to post-test revealed the significant difference (0.000< 0.05) before and after the implementation of Venn diagram. This study concludes that Venn diagram enhance students’ reading comprehension at the second year of SMP Negeri 1 Wawotobi.]]>
<![CDATA[Menerjemahkan Perubahan Dari TCL (Teacher Center Learning) Ke SCL (Student Center Learning) ]]>
<![CDATA[I Ketut Muliarta]]>
<![CDATA[ Cetta: Jurnal Ilmu Pendidikan Vol 1 No 2 (2018) ]]>
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<![CDATA[The problematic education in Indonesia still uses the old paradigm, which is dominated by the role and activities of teachers. In answer the problematic of the National Education System Law No. 20 of 2003 indicates a change from teaching to learning. The rationale above becomes imperative of teachers should have insight into the characteristics of student-centered learning so that it can be applied in learning. Student-centered learning encourages students to be actively involved in building knowledge, attitudes and behaviors. In the student-centered learning process, students have the opportunity and facilities to build their own knowledge so that they will gain a deep understanding and ultimately improve the quality of the students. Innovative learning with student-centered methods has a diversity of learning models / methods that demand the active participation of students. There are several SCL (1) Small Group Discussion (SGD) learning models (2) Role-Play and Simulation. (8) Collaborative Learning (CbL) (9) Project Based Learning (PBL) ). It is expected that educators will make this learning model (Student Centered Learning) as an alternative in the learning process.]]>
<![CDATA[Penerapan Srtategi Pembelajaran Think Talk Write (Ttw) Bermedia Gambar Untuk Meningkatkan Aktivitas Belajar Dan Keterampilan Menulis Puisi Siswa ]]>
<![CDATA[I Wayan Kerti]]>
<![CDATA[ Cetta: Jurnal Ilmu Pendidikan Vol 1 No 2 (2018) ]]>
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<![CDATA[This study aims to improve; learning activities and skills to write poetry students of class VII-B SMP Negeri 5 Abang semester 2 year lesson 2016/2017. This study used a classroom action research design through two cycles. Student learning activity data is collected by observation sheet, and data of student poetry writing skill is collected by test method which is analyzed by quantitative descriptive method. Before the second cycle is done, firstly done rekavitulasi data writing creative value of class VII students three years previous lessons, and asked the previous teacher of Indonesian language about student learning activities combined with the results of observations of teachers of researchers on previous learning. This data is used as initial data of learning activity and skill of writing poetry of class VII student at SMP Negeri 5 Abang. The result of the research shows that the implementation of talk-writing write (TTW) strategy with the help of picture media can increase the learning activity and poetry writing skill of VII-B students of SMP Negeri 5 Abang 2nd semester of academic year 2016/2017, that is the average of student learning activity on cycle I was 70 (positive enough category) with 52% classical completeness, while in cycle II the average of student learning activity was 80 (positive category) with 89% classical completeness. The average student's poetry writing skills also increased significantly from the average of 72, 72% absorption, 63% classical completeness in cycle I, the average score of students' writing poetry skills is 75, absorbency 75%, and mastery classical 89% in cycle II.]]>
<![CDATA[Metode Resitasi Berbasis Tik Sebagai Upaya Penguatan Karakter Mahasiswa ]]>
<![CDATA[I Made Arsa Wiguna]]>
<![CDATA[ Cetta: Jurnal Ilmu Pendidikan Vol 1 No 2 (2018) ]]>
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<![CDATA[This paper aims to describe the role of ICT-based recitation method as an effort to strengthen student's character. Character education actually is very prevalent among educators, learners and the wider community. Strengthening character education is formulated in the curriculum of 2013 or more popularly known as K13. The scoring system is different ie authentic assessment. Educators seek to foster and strengthen character education through innovative learning models. Similarly in college, educators (lecturers) are required to have innovation power in the learning process. One of them through the use of ICT-based recitation method to strengthen the character of college students. Through this method, there are some characters that are trained to be stronger, such as religious, honest, responsibility, discipline, hard work, creative, like to read, and environmental care.]]>
<![CDATA[Penerapan Strategi Pembelajaran Raft (Role-Audience-Format-Topic) Untuk Meningkatkan Kemampuan Menulis Teks Recount Siswa Kelas X TKJ 2 Semester 2 Di SMK Negeri 1 Abang ]]>
<![CDATA[Ni Made Swasti]]>
<![CDATA[ Cetta: Jurnal Ilmu Pendidikan Vol 1 No 2 (2018) ]]>
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<![CDATA[This study aims to improve the ability to write Recount text of class X TKJ 2 semester 2 students at SMK Negeri 1 Abang in academic year 2016/2017 through the application of RAFT (Role-Audience-Format-Topic), and to describe the responses of students of class X TKJ 2 semester 2 at SMK Negeri 1 Abang in academic year 2016/2017 on the implementation of RAFT (Role-Audience-Format-Topic) learning strategy. In this study the subjects of the study were the students of class X TKJ 2 SMK Negeri 1 Abang academic year 2016/2017 which amounted to 34 people. This study was conducted in the even semester of the academic year 2016/2017. The objects of this research are (1) the ability to write recount text, and (2) the students' responses to the application of RAFT (Role-Audience-Format-Topic) learning strategy in writing recount text. This research is a classroom action research. The data in this study were collected by using the recount text writing skills and questionnaires to find out the students' responses to the application of RAFT (Role-Audience-Format-Topic) learning strategy. This classroom action research consists of two cycles. Each cycle is divided into 4 stages: (1) planning, (2) action, (3) observation / evaluation, and (4) reflection. Aspects assessed in recount text writing skills include the content of writing, organizational ideas, the use of grammar, the use of vocabulary, and the use of mechanics with their respective weights 4. For student responses to the application of RAFT (Role-Audience-Format-Topic) criteria are very positive, positive, positive enough, less positive and less positive. The results showed that there was an increase in the ability to write text recount from cycle I to cycle II of 14, 79%. Students' responses are also on positive criteria and increase from cycle I to cycle II by 0.65. This research is said to be successful because the value of text recounting skills of students based on classical completeness is above 75%.]]>
<![CDATA[The Effect Of Using Personal Vocabulary Notes Technique In Developing Students’ Vocabulary At Smpn 2 Besulutu ]]>
<![CDATA[. Ikosusilowati]]>
<![CDATA[ Cetta: Jurnal Ilmu Pendidikan Vol 1 No 2 (2018) ]]>
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<![CDATA[This research aims at investigating the current level of students’ vocabulary ability before and after applying PVN technique and to find out whether there is a significant effect of using PVN technique on students’ vocabulary ability at the second year student of SMPN 2 Besulutu. This research applied pre-experimental design. This research was conducted in SMPN 2 Besulutu. The instrument of this research was reading test that focused on vocabulary. The population of this research was the second year student of SMPN 2 Besulutu who enrolled in academic year 2011/2012. The samples of this study were 22 students which were taken by using purposive sampling. The writer collected the data by giving vocabulary test were 40 items include multiple choice, cloze and classroom observation sheet. The result shows that the students’ vocabulary development on pre test was 5.37 while the students’ vocabulary development on post test was 7.35. The hypothesis testing was found that ttest = 15.02 which ttable=2.08 and degree of freedom (df ) = 21,and the significant α = 0.05. So, ttest> ttable or H0 was rejected and H1 was accepted. Therefore, it can be concluded that there was significant effect of using Personal Vocabulary Notes technique in developing students’ vocabulary at SMPN 2 Besulutu.]]>
<![CDATA[Nilai Aplikasi Pendidikan Teknohumanistik Dalam Membangun Sekolah Berbasis Pendidikan Karakter ]]>
<![CDATA[Ni Komang Rina Yuliasmini]]>
<![CDATA[ Cetta: Jurnal Ilmu Pendidikan Vol 1 No 2 (2018) ]]>
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<![CDATA[The background of this literature review is the existence of morality problems in education in Indonesia. One solution to the problem is Teknohumanistik education in building a school based on character education. Technohumanistic education covers three important components: science-technology, policy and virtue which is the realization of character education. Education of good is the basis of democracy. Education on values in the framework of character formation of learners need to be effected because of the various negative influences that can affect the behavior of learners such as the tendency of deviant behavior of learners. Technohumanistic education based on character education is very relevant applied in the world of education, especially for schools to improve and nurture good character and moral for all citizens of school. This is inseparable because the breath of the teknohumanistik education is character education.]]>
<![CDATA[The Relationship Between Language Learning Strategy And Reading Comprehension Students Of Sman 1 Unaaha ]]>
<![CDATA[. Sukmawati]]>
<![CDATA[ Cetta: Jurnal Ilmu Pendidikan Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Jayapangus Press ]]>
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<![CDATA[The following objectives of this study are (1) to investigate whether between language learning strategy and reading comprehension has a significance correlation or not; (2) to examine how far learning strategy affects students reading comprehension (3) to examine what learning strategy and reading comprehension are mostly employed by the students of SMA 1 Unaaha, (4) to examine of the sixth aspect of language learning strategy which aspect correlate more strongly to reading comprehension. The result in the first hypotesis shows that there is a significance correlation language learning strategy to reading comprehension. The second hypothesis the contribution of language learning strategy to reading comprehension is only 14.8% and 85.2% is explained by the other factor that is not include in the model. The result of the third hypothesis indicates that most of English Department students in SMAN 1 Unaaha Employed metacognitive strategy, cognitive and memory strategy very often in learning English as a foreign language than the other strategy; affective, social and compensation strategy. The last hypothesis shows that the stronger correlation between the six aspects of learning strategy to the levels of reading comprehension lie on the correlation between metacognitive to literal comprehension, metacognitive to interpretive comprehension and the last is the correlation between cognitive to literal comprehension.]]>
