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Perspektif Pendidikan dan Keguruan
Published by Universitas Islam Riau
ISSN : 14113570     EISSN : 25799525     DOI : -
Core Subject : Education,
Education Other
Focus and scope is education field. Perspektif journal is published by the Faculty of Education Islamic University of Riau (UIR), as a vehicle of scientific information, Science Education, Teaching in the form of research and literature review, opinions, technical papers, short communications, and reviews of books.
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Articles 19 Documents
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Search results for , issue "Vol 8 No 02 (2017): Perspektif Pendidikan dan Keguruan" : 19 Documents clear
PENGARUH SISTEM MANAJEMEN MUTU ISO 9001:2008 TERHADAP PEMBELAJARAN BIOLOGI DI SMA NEGERI 2 BANGKO KABUPATEN ROKAN HILIR Ernamaiyanti, Ernamaiyanti; Tatoe, Hayati
Perspektif Vol 8 No 02 (2017): Perspektif Pendidikan dan Keguruan
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School education is expected to improve the quality of education. In improving the quality ofeducation, educational institutions use quality management system. Quality ManagementSystem (SMM) which has been implemented by SMA Negeri 2 Bangko, Rokan Hilir Regencyis SMM ISO 9001: 2008. The purpose of this study was to determine the effect of SMMISO 9001:2008 on Biology learning in SMA Negeri 2 Bangko, Rokan Hilir Regency. This typeof research includes field research field (field research) by using quantitative and qualitativeresearch. This research consists of: 1) dependent variable (Y): Biology learning 2)Independent variable (X): SMM ISO 9001: 2008. Data were analyzed using linearregression.There is an effect of variable quality management system ISO 9001: 2008 toBiology Learning. That is, the better the conditions of implementation of ISO 9001: 2008quality management system, then the Biology Learning will increase. Conversely the lowerthe implementation of ISO 9001: 2008 quality management system then Biology learning willalso decrease.
MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR GEOGRAFI PADA POKOK BAHASAN POTENSI GEOGRAFI INDONESIA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIME TOKEN DI KELAS XI IPS 4 SMA NEGERI 2 PEKANBARU Afnidaleni, Afnidaleni
Perspektif Vol 8 No 02 (2017): Perspektif Pendidikan dan Keguruan
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ABSTRACTLearning is an active process in gaining experience or new knowledge that causes behavioralchanges. Wena said a teacher must be able to set, choose and apply a learning strategyappropriately so as to solve the existing learning problems and ultimately can achieve thecompetence or learning objectives optimally.Teachers are required to perform their dutiesprofessionally, able to understand and have adequate skills in developing effective, creativeand fun learning models. Cooperative learning model is a model of learning where learnerslearn and work in small groups with different levels of ability. One alternative learning modelthat is expected to enable learners is the cooperative learning model Time Token.The TimeToken cooperative learning model is a learning model that aims to have each member of thediscussion group get a chance to contribute in conveying their opinions, as well as to preventlearners from dominating silent conversations and learners. Arends (2008) explains that TimeToken is a cooperative learning model used to develop students' participation skills. In thiscase Time Token helps the distribution of uneven participation in learners. And also one smallexample of the application of democratic learning in schools. Democratic learning process isa learning process that puts learners as subjects and can affect the learner activities that canthen support the improvement of learning achievement.The implementation of Time Tokencooperative learning model is expected to be able to overcome the problems with thecondition of learners in less active classes during the learning process and group discussionand can reduce the students dominating the conversation as well as the social interaction withother friends that can spur the formation of new responses / opinions and enrich Intellectuallearners, so that all learners can participate actively so that learners understanding betterand lead to increase learning achievement learners. Based on the results obtained the valueof the first cycle, the second cycle and the third cycle in a row (77.69 %), (79.23%) and(84.61%).
CORRELATION BETWEEN STUDENTS’ PEFORMANCE IN MICRO TEACHING AND FIELD PRACTICE TEACHING OF THE SEVENTH SEMESTER ENGLISH STUDENTS AT FKIP UIR Idayani, Andi
Perspektif Vol 8 No 02 (2017): Perspektif Pendidikan dan Keguruan
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ABSTRACTMicro teaching is a teacher training technique for learning teaching skill. It employsreal teaching situation for developing skills and helps to get deeper knowledgeregarding the art of teaching. However, the teachers may give necessary backgroundfor the observation of a model or demonstration lesson on the selected teaching skill.Hence, Interest of becoming teacher is a person desire for something related to hisfuture or aims. It becomes an interest for a profession. Indeed, emerging the interest,one should be aware of his potency and capabilities he possesses. This study focuseson students’ peformance in micro teaching and field practice teaching at the seventhsemester of English Students of FKIP UIR which consists of 23 students as sample ofthis research. The researchers used descriptive method and have used score frommicro teaching and field practice teaching and questionnaires as a collecting data ofresearch. After collecting data from questionnaires and calculated the correlationbetween micro teaching score and field practice teaching score, the researchers havefound that robs was higher than r table( 0,713> 0,413) at level significant 5% and it wasthe same at level significant 1% the robs was higher than r table (0,713 > 0,525), fromthe result it can be concluded that null hypothesis (Ho) was rejected and alternativehypothesis (Ha) was accepted. Then, the coefficient correlation of robserved was 0,713, itmeans that there was a high correlation between students’ peformance in microteaching and their performance in field practice teaching.
PENGGUNAAN STRATEGITHINK-TALK-WRITE (TTW) UNTUK MENINGKATKAN HASIL BELAJAR FISIKASISWA KELAS XII IPA 1 SMA NEGERI 1 SALO TAHUN PELAJARAN 2015/2016 ZULBAKRI, ZULBAKRI
Perspektif Vol 8 No 02 (2017): Perspektif Pendidikan dan Keguruan
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Classroom action research has been done in SMA Negeri 1 Salo on Physics subject with researchobject of XII IPA 1 student in odd semester 2015/2016. This study was conducted as an effort toimprove the learning result of Physics on the subject of money and banking for the students of gradeXII IPA 1. Think-Talk-Write (TTW) learning model is chosen to be applied after the observation andreflection done by the researcher. Researchers plan actions based on observations and reflections thathave been made through the preparation of Think-Talk-Write (TTW) learning-based learning toolsconsisting of test questions, observation sheets and lesson plans and other supporting learning tools.The Think-Talk-Write (TTW) learning model convinces students to do 4 activities: write solutions to agiven problem or question, organize all the work step by step, correct all jobs so that no jobs are leftout, and believe that their best work That is complete, easy to read and guaranteed authenticity. Thisstudy can be completed in 2 cycles of 6 meetings and formative tests conducted at each end of the cycle.The result of the research is the observation and recapitulation data of the result and the recapitulationof learning completeness showed that there has been an increase of positive student learning activity inclass and the increase of test mean and the increase of classical completeness from cycle 1 to cycle 2.The average value in cycle 1 is 50% enough). The average value in cycle 2 is 77% (good). Studentactivity during the learning process is observed by the observer as data for evaluation and reflection.The average recapitulation of test and learning completeness is obtained from the test scoresperformed at the end of each meeting. Based on the research result, it can be concluded that theimplementation of Think-Talk-Write (TTW) strategy in class XII IPA 1 SMA Negeri 1 Salo can improvethe learning result of Physics subject which is shown by the average of classical test and completenessin every cycle.
PENGUKURAN TINGKAT KEPUASAN MAHASISWA TERHADAP PELAYANAN PENDIDIKAN DI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Trisusanti, Denok; Suryanti, Nunuk
Perspektif Vol 8 No 02 (2017): Perspektif Pendidikan dan Keguruan
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This study aims to determine students' perceptions of educational services and studentexpectations of educational services and the level of student satisfaction on the quality ofeducation services in the Faculty of Teacher Training and Education Universitas Riau Riau.This research is a descriptive type research with a quantitative approach. Population used inthis research is all active student of Faculty of Teacher Training and Education of IslamicUniversity of Riau force 2012-2015, with amount of sample 99 responden. Sampling was usedincidental sampling technique with data collection method using questionnaire anddocumentation. Data analysis technique using descriptive analysis and SERQUAL modelanalysis. The result of this research is seen from the dimensions (reliability, responsiveness,assurance, empathy, and tangible) shows that: Student's perception toward education serviceat UIP FKIP is included in good category, student expectation to service education in FKIPUIR is categorized as very expecting and the level of student satisfaction on the quality ofeducation services in UIR FKIP included in the category of not satisfied
PELAKSANAAN PENILAIAN HASIL BELAJAR SISWA DALAM BIDANG STUDI PENJAS PADA SISWA TUNARUNGU SLB SE KOTA PEKANBARU Hastuti, Tity; Sari, Merlina; Yulianti, Mimi
Perspektif Vol 8 No 02 (2017): Perspektif Pendidikan dan Keguruan
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Based on preliminary observations by the author at the School of extraordinary Se Pekanbaru to outcome assessment Learning PE, the implementation of the assessment of learning outcomes of students in the field of study of PE on the students Deaf SLB as the city of Pekanbaru on these students seen the attitude of student learning is not good, the first tendency in students showed serious attitude, playfulness and his lack of curiosity about the subject matter being taught penjasorkes, second, they tend to earn less than satisfactory learning outcomes, and third they tend to learn and practice if it will face a test. The method used is descriptive method, population in this study were all PE Teacher In SLB se Pekanbaru totaling 14 schools SLB. Sampling method in this research is purposive sampling, which is where most of the sampled population is numbered 6 PE teachers in special schools as the city of Pekanbaru. The reason for junior high school students with hearing impairment in SLB se Pekanbaru city exists only in 6 schools SLB. Data were analyzed by percentage. Interpreted on each aspect studied, namely: for the cognitive aspects of the overall criteria is or do not understand about the assessment of learning outcomes in the field of physical education studies, especially a lack of understanding of the assessment dlakukan teacher in junior high school students with hearing impairment. In the affective aspects both criteria or respondent has implemented penilaan learning outcomes as well without experiencing difficulties in meyuruh students respond to feedback given teacher in the learning process as part of the assessment for siswa.Aspek affective psychomotor criteria or teachers were not fully implement the system in the aspect ratings psychomotor well. Then aspects of remedial and enrichment with less criteria at all or has not done well, this dikarnakan fewer hours of lessons available.
PENERAPAN STRATEGI PEMBELAJARAN AKTIF LEARNING START WITH QUESTIONUNTUK MENCAPAI KETUNTASAN BELAJAR SISWA PADA POKOK BAHASAN TERMOKIMIA KELAS XI IPA 6 SMA NEGERI 5 PEKANBARU Dirgahayuning, Andri
Perspektif Vol 8 No 02 (2017): Perspektif Pendidikan dan Keguruan
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ABSTRACTImproving the quality of education in Indonesia is done continuously and up to now continueto be implemented. One effort to improve teacher quality through certificationprogram.Through this program teachers are expected to have professional skills that requireskills, skills or skills that meet certain quality standards or norms.One of the majorprofessional skills and skills that educators need to have is the ability of the field of educationand teacher training, particularly with regard to learning strategies. A teacher and lecturer isnot only required to master the field of study that will be taught only, but also must masterand be able to teach the knowledge and skills to the learners. The main problem faced incurrent chemistry learning is that students are less active in learning and this is evident fromthe lack of student participation in learning the subject matter and the high number of studentscores under the established KKM.Based on the observation of class XI IPA 6 SMA N 5Pekanbaru can be concluded that there is a gap between expectations and reality that is stillthe number of students under the KKM that has been set that is ≥ 80 for class XI IPA 6.Students' learning outcomes, especially on thermochemical subject has not reachedcompleteness . The average score of students is only 62 and has not reached completeness inschool that is ≥ 80.One of the strategies that is expected to foster student activeness inlearning is Learning Start With Question (LSQ) strategy is an active learning strategy inasking. Learning Start With Question (LSQ) learning strategy is an active type of learning bymaking students ask questions before being given explanations by teachers. This strategyemphasizes the skills of reading and questioning skills, because before students ask studentsare required to read the material to be studied first.Thus learning using LSQ strategy willmotivate students to be more active and creative in thinking so as to achieve student learningmastery. Based on the result of the research, it is found that using Learning Start WithQuestion (LSQ) strategy can improve students' learning outcomes as evidenced by the resultsof cycle I and cycle II respectively as follows 72.22% and 61.11%..
CHALLENGES, BENEFITS, AND INSTRUCTIONAL BEST PRACTICES OF BLENDED LEARNING Hadijah, Sitti
Perspektif Vol 8 No 02 (2017): Perspektif Pendidikan dan Keguruan
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In technology based era nowadays, blended learning appears as an option to run interactive andmeaningful learning atmosphere by combining virtual and traditional learning settings. There have beennumerous studies conducted regarding to the implementation of blended learning activities. Manyresearchers suggested that blended learning methods are effective in facilitating the process of effectiveonline learning. However, teachers and students may encounter some difficulties in adjusting blendedlearning due to their unfamiliarity of new learning system that require them to fully understand it. Inline with the application of the blended learning in teaching and learning contexts, this paper providesdescriptive qualitative research of the relevant literature that aimed to present three points in relation tochallenges, benefits, and instructional best practices of blended learning in teaching and learning. Thefindings indicate that the implementation of blended learning can be a challenge for teachers if they arenot supported by self-confidence, competence, and adequate accessibility to technology resources.However, blended learning instruction provides positive benefits for both teachers and students, such aspedagogy improvements and easy access to knowledge. Hence, some efforts need to be considered byteachers to have effective course design and provide active learning approaches in both face to face andvirtual learning environments.
PENERAPAN STRATEGI PEMBELAJARAN AKTIF TIPE LEARNING TOURNAMENT UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA POKOK BAHASAN TRIGONOMETRI DI KELAS XI MIPA 1 SMA NEGERI 2 PEKANBARU Masril, Masril
Perspektif Vol 8 No 02 (2017): Perspektif Pendidikan dan Keguruan
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Learning is a process that contains a series of actions of teachers and learners on the basis of reciprocal relationships that take place in educational situations to achieve learning objectives. The science of mathematics is a natural science that studies about the science of measuring the certain. A person who studies mathematics requires not only skill, but also a thought process for understanding, discovering, developing concepts, theories and laws and solving problems in everyday life.Subjects in the subjects of mathematics are required understanding, analysis and ability of learners to link learning in everyday life. One of the materials learned in mathematics learning is trigonometry, therefore teachers are expected to develop the creativity of learners in learning.This is because creativity is able to interpret abstract concepts by involving curiosity, the ability to discover, explore, express ideas and feelings Learning Tournament is a technique that combines a group of learning and team competitions, and can be used to develop lessons on a wide variety of facts, concepts, and expertise. The presence of tournaments or matches every learner wants to get good grades, both individual desires and group desires.Therefore, learners who have weak skills are expected to be motivated to learn, in order to win the game and learners who have more ability, feel the need to share knowledge with learners who are less clever to get a high score and win the game. Based on the result of research, the value of first cycle, second cycle and third cycle in a row (76,76%), (79,11%) and (85,29%).
CHALLENGES, BENEFITS, AND INSTRUCTIONAL BEST PRACTICES OF BLENDED LEARNING: Tantangan, Manfaat, dan Praktik Instruksional Terbaik Blended Learning Sitti Hadijah
Perspektif Pendidikan dan Keguruan Vol 8 No 02 (2017): Perspektif Pendidikan dan Keguruan
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In technology based era nowadays, blended learning appears as an option to run interactive andmeaningful learning atmosphere by combining virtual and traditional learning settings. There have beennumerous studies conducted regarding to the implementation of blended learning activities. Manyresearchers suggested that blended learning methods are effective in facilitating the process of effectiveonline learning. However, teachers and students may encounter some difficulties in adjusting blendedlearning due to their unfamiliarity of new learning system that require them to fully understand it. Inline with the application of the blended learning in teaching and learning contexts, this paper providesdescriptive qualitative research of the relevant literature that aimed to present three points in relation tochallenges, benefits, and instructional best practices of blended learning in teaching and learning. Thefindings indicate that the implementation of blended learning can be a challenge for teachers if they arenot supported by self-confidence, competence, and adequate accessibility to technology resources.However, blended learning instruction provides positive benefits for both teachers and students, such aspedagogy improvements and easy access to knowledge. Hence, some efforts need to be considered byteachers to have effective course design and provide active learning approaches in both face to face andvirtual learning environments.

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