cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Arief Rizka
Contact Email
m.ariefrizka@ikipmataram.ac.id
Phone
+6281803688544
Journal Mail Official
jurnalfip@ikipmataram.ac.id
Editorial Address
Fakultas Ilmu Pendidikan dan Psikologi Universitas Pendidikan Mandalika (UNDIKMA) Jl. Pemuda No. 59 A Mataram - NTB
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
Jurnal Paedagogy
Published by Universitas Pendidikan Mandalika
ISSN : 23557761     EISSN : 27224627     DOI : 10.33394
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Paedagogy contains scientific articles and critical review from research in Education, Teaching and Learning which include; 1. Formal/School Education 2. Nonformal/Community Education 3. Informal/Family Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 2, No 2: Oktober 2015" : 5 Documents clear
UPAYA PENINGKATAN HASIL BELAJAR BAHASA INGGRIS SISWA DENGAN MODEL PEMBELAJARAN ACTIVE LEARNING Huraiyah Huraiyah
Jurnal Paedagogy Vol 2, No 2: Oktober 2015
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v2i2.3052

Abstract

This study aims to improve the learning outcomes of the English language by applying the active learning model at SMPN 14 Mataram. The research method used is classroom action research with research subjects, namely students of class IX-E totaling 25 students. Data collection tools used were observation and assessment sheets. Analysis of research data using qualitative and quantitative descriptive analysis. The results of this study indicate that the lecture or conventional method is less effective in increasing student achievement in understanding the material of the report text on English subjects. By applying this method students appear to be more active in learning and enthusiastic in learning increases, the classroom atmosphere becomes lively and there is The increase in learning outcomes is quite good. From the results of each cycle obtained in the first cycle the class average value obtained by students was 64.87, in the second cycle it was 78.12.
REKONSTRUKSI PEMAHAMAN PENILAIAN PEMBEJALARAN: GUGATAN TERHADAP UJIAN NASIONAL PENDIDIKAN KESETARAAN Agus Sadid
Jurnal Paedagogy Vol 2, No 2: Oktober 2015
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v2i2.3048

Abstract

Assessment in learning has a very important meaning, because from the assessment activities we can determine and know the results of children's learning development (read: learning citizens) during the learning process. Assessment is part of evaluation activities that must exist in both formal and non-formal education. This paper examines some of the tutors' misconceptions about assessment, especially alternative assessment concepts, authentic assessments and written tests (paper-and-pencil tests). Assuming that conventional written tests cannot fulfill the need to obtain accurate and comprehensive information about the competence of learning citizens, tutors are encouraged to implement alternative assessments. However, the alternative assessments were not well understood by the tutors in terms of their roles, objectives, and ways of implementing them. Therefore, in order to provide insight into the concept of comprehensive assessment, this paper explores the issue of alternative assessment and compares it to conventional tests in order to make clear its role and function in education, along with the advantages and disadvantages of each. Some of the tutors' misconceptions about the assessment are described and discussed so that the understanding of the assessment concept can be corrected, so that in the end the tutors are not trapped in understanding the concept of assessment limited to conventional assessment (call it: written test)
UPAYA PENERAPAN METODE COOPERATIVE LEARNING TIPE GROUP INVESTIGATION UNTUK MENINGKATKAN HASIL BELAJAR DAN KETERAMPILAN MEMBACA BAHASA INGGRIS SISWA Muhtasim Muhtasim
Jurnal Paedagogy Vol 2, No 2: Oktober 2015
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v2i2.3049

Abstract

The purpose of this study was to determine the process of using the Cooperative Learning Type Group Investigation method to improve reading skills and learning outcomes of English subjects in Class XI-IBB-2 SMA Negeri 1 Praya Timur. The research method used is classroom action research. The subjects of this study were 30 students consisting of 14 male students and 16 female students. The research data collection instruments used tests, observation sheets, and documentation. This research data analysis technique using qualitative and quantitative descriptive analysis. The results of this study indicate that reading skills (reading skills) in English using the Group Investigation Type method can improve student learning outcomes of Class XI-IBB-2 SMA Negeri 1 Praya Timur. This increase can be seen from the classical completeness obtained in the first cycle of 63.33% and the second cycle increased to 90.00%, an increase of 26.67%. This increase can also be seen from the results of observations of teacher activity by 12 in the good category in cycle I and increasing to 17 in the very good category in cycle II. Meanwhile, student activity in the first cycle was 42 in the active category, increasing to 65 in the very active category in the second cycle. Based on the results of the analysis of cycle I and II, it was obtained an increase in classical completeness by 26.67%.
UPAYA PENINGKATAN HASIL BELAJAR MATA PELAJARAN IPS TERPADU DENGAN METODE KOPERATIF TIPE STAD Arbaiyah Arbaiyah
Jurnal Paedagogy Vol 2, No 2: Oktober 2015
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v2i2.3051

Abstract

This classroom action research was held because of problems in student learning who have problems improving learning outcomes. The problem is because the learning method is not optimal so that actions are made using the cooperative method, namely the type STAD or student team achievement devision. This PTK was held in semester 1 of the 2017/2018 school year in class IX.C with material on Developed and Developing Countries. CAR is held in 2 cycles, each cycle with 4 stages, namely planning, implementing, observing and reflecting. After taking action with this method the student's ability to understand the subject matter increased, from the initial average value of 66 in the first cycle to 79.5 in the second cycle and the level of learning completeness reached 88%. This shows the successful use of this method in the learning process.
PENGARUH LAYANAN KONSELING INDIVIDU TERHADAP PERILAKU EGOIS SISWA Sukarman Sukarman
Jurnal Paedagogy Vol 2, No 2: Oktober 2015
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v2i2.3050

Abstract

The purpose of this study was to determine the effect of individual counseling services on student selfish behavior at SMA Negeri 1 Pringgasela. The data collection method in this study was a questionnaire method as the main method and the population in this study was 244 people, because the population was more than 100, the sample in this study was 10% x 244 = 24 students. Meanwhile, the data analysis used the t-test formula. Based on the data analysis, the results obtained were the t-count of 3,640 with a t-test value of 2,064 at a significant level of 5% (0.05) with N-1 = 24, thus there was an effect of individual counseling services on selfish behavior in students of SMAN 1 Pringgasela.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2015 2015


Reset
Filter By Issues
All Issue Vol 11, No 3 (2024): Jurnal Paedagogy (July 2024) Vol 11, No 1 (2024): Jurnal Paedagogy (January 2024) Vol 11, No 2: Jurnal Paedagogy (April 2024) Vol 11, No 1: Jurnal Paedagogy (January 2024) Vol 10, No 4: Jurnal Paedagogy (October 2023) Vol 10, No 3: Jurnal Paedagogy (July 2023) Vol 10, No 2: Jurnal Paedagogy (April 2023) Vol 10, No 1: Jurnal Paedagogy (January 2023) Vol 9, No 4: Jurnal Paedagogy (October 2022) Vol 9, No 3: Jurnal Paedagogy (July 2022) Vol 9, No 2: Jurnal Paedagogy (April 2022) Vol 9, No 1: Jurnal Paedagogy (January 2022) Vol 8, No 4 (2021): Jurnal Paedagogy (October 2021) Vol 8, No 3 (2021): Jurnal Paedagogy (July 2021) Vol 8, No 2 (2021): Jurnal Paedagogy (April 2021) Vol 8, No 1 (2021): Jurnal Paedagogy (January 2021) Vol 7, No 4 (2020): Jurnal Paedagogy (October 2020) Vol 7, No 3 (2020): Jurnal Paedagogy (July 2020) Vol 7, No 2 (2020): Jurnal Paedagogy (April 2020) Vol 7, No 1 (2020): Jurnal Paedagogy (January 2020) Vol 6, No 2 (2019): JURNAL PAEDAGOGY (October 2019) Vol 6, No 1 (2019): JURNAL PAEDAGOGY (April 2019) Vol 5, No 2 (2018): JURNAL PAEDAGOGY (October 2018) Vol 5, No 1 (2018): JURNAL PAEDAGOGY (April 2018) Vol 4, No 2: Oktober 2017 Vol 4, No 1: April 2017 Vol 3, No 2: Oktober 2016 Vol 3, No 1: April 2016 Vol 2, No 2: Oktober 2015 Vol 2, No 1: April 2015 Vol 1, No 1 (2014) More Issue