JEE (Jurnal Edukasi Ekobis)
JEE (Jurnal Edukasi Ekobis) adalah jurnal yang dikkhususkan untuk menampung tulisan hasil penelitian dosen dan mahasiswa program studi Pendidikan Ekonomi. Awal peneribtan JEE pada Juni 2012. JEE mengeluarkan 4 kali terbitan setiap tahunnya.
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<![CDATA[PENGARUH GAYA MENGAJAR, PEMANFAATAN SARANA BELAJAR, KESIAPAN BELAJAR TERHADAP HASIL BELAJAR EKONOMI ]]>
<![CDATA[Novi Setiawati]]>;
<![CDATA[Pujiati Pujiati]]>;
<![CDATA[Nurdin Nurdin]]>
<![CDATA[ JEE (Jurnal Edukasi Ekobis) Vol 3, No 7 (2015): JEE (Jurnal Edukasi Ekobis) ]]>
Publisher : <![CDATA[FKIP Unila ]]>
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<![CDATA[This study aimed to determine whether there was an influence of teachers teaching styles, the use of learning tools, and readiness to learn towards the learning results of economic at class XI IPS in SMA N 1 Gedong Tataan academic year 2014/2015. The method that was used in this study was a descriptive approach verification of ex post facto and surveys. The population in this study were 82 students with a number of samples were 68 students. In order to test the hypothesis 1,2 and 3, it used a simple linear regression and hypothesis 4 by using multiple linear regression. The results showed that: (1) There was an influence of the teacher's teaching style on learning outcomes; (2) There was an influence of the learning tool utilization towards the learning outcomes; (3) There was an influence of the readiness to learn towards learning outcomes; (4) There was an influence of teachers' teaching styles, the use of learning tools, and readiness to learn towards learning outcomes.Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh gaya mengajar guru, pemanfaatan sarana belajar, dan kesiapan belajar terhadap hasil belajar ekonomi kelas XI IPS di SMA N 1 Gedong Tataan Tahun Pelajaran 2014/2015. Metode dalam penelitian ini menggunakan deskriptif verifikatif dengan pendekatan ex post facto dan survey. Populasi penelitian ini berjumlah 82 orang sampel sebanyak 68 orang siswa. Untuk menguji hipotesis 1,2 dan 3 menggunakan regresi linier sederhana dan hipotesis 4 dengan menggunakan regresi linier multiple. Hasil analisis menunjukkan bahwa: (1) Ada pengaruh gaya mengajar guru terhadap hasil belajar; (2) Ada pengaruh pemanfaatan sarana belajar terhadap hasil belajar; (3) Ada pengaruh kesiapan belajar terhadap hasil belajar; (4) Ada pengaruh gaya mengajar guru, pemanfaatan sarana belajar, dan kesiapan belajar terhadap hasil belajar.Kata kunci: hasil belajar, gaya mengajar, kesiapan belajar, pemanfaatan sarana.]]>
<![CDATA[HASIL BELAJAR IPS TERPADU MELALUI MODEL SCAFFOLDING DAN LS DENGAN MEMPERHATIKAN KEMAMPUAN AWAL ]]>
<![CDATA[Dinna Puspitasari]]>;
<![CDATA[Tedi Rusman]]>;
<![CDATA[Nurdin Nurdin]]>
<![CDATA[ JEE (Jurnal Edukasi Ekobis) Vol 3, No 7 (2015): JEE (Jurnal Edukasi Ekobis) ]]>
Publisher : <![CDATA[FKIP Unila ]]>
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<![CDATA[Background of this comparative research was from the low result of IPS Terpadu learning. The purpose of this research was to know the differences of learning IPS Terpadu achievement and to know whether there was any interaction between students whose learning using Scaffolding and Lesson Study. Method that used in this research was quasi experiment. Hypothesis testing used two variants analysis and t- test two independent samples formulas. Based on data analysis, it obtained that there is a difference between students IPS Terpadu learning achievement and there is no difference on IPS Terpadu learning outcomes in students who have prior knowledge of high and low, and there are differences in effectiveness between Scaffolding learning model and Lesson Study. Pembelajaran komparatif ini dilatarbelakangi oleh hasil belajar IPS Terpadu yang rendah. Tujuan dari penelitian ini adalah untuk mengetahui perbedaan hasil belajar IPS Terpadu dan ada tidaknya interaksi antara siswa yang pembelajarannya menggunakan model Scaffolding dan Lesson Study. Metode yang digunakan eksperimen. Uji hipotesis menggunakan analisis varians dua jalan (Anava) dan T-test dua sample independen. Berdasarkan analisis data diperoleh bahwa terdapat perbedaan antara hasil belajar IPS Terpadu dan ada perbedaan hasil belajar IPS Terpadu pada siswa yang memiliki kemampuan awal tinggi dan rendah, serta ada perbedaan efektifitas antara model pembelajaran Scaffolding dan Lesson Study.Kata kunci: hasil belajar, kemampuan awal, scaffolding, lesson study]]>
<![CDATA[PENGARUH CARA BELAJAR, DISIPLIN BELAJAR DAN MINAT BELAJAR SISWA TERHADAP HASIL BELAJAR ]]>
<![CDATA[Ferdinan Sinaga]]>;
<![CDATA[Nurdin Nurdin]]>;
<![CDATA[Yon Rizal]]>
<![CDATA[ JEE (Jurnal Edukasi Ekobis) Vol 3, No 7 (2015): JEE (Jurnal Edukasi Ekobis) ]]>
Publisher : <![CDATA[FKIP Unila ]]>
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<![CDATA[The purpose of this research was to know the influence of way of learning, learning discipline, and learning interest to the study results. The research uses descriptive of correlational study method with the ex post facto and survey approach. Data collection was done through questionnaire and documentation. The data which were collected through questionnaire was analyzed by SPSS program. Based on analysis of data it obtained the results that there are significant influence on the way of student learning, discipline of student learning, and the learning interest of student together to the study results of students in SMA Persada Bandarlampung.Tujuan penelitian ini untuk mengetahui pengaruh cara belajar, disiplin belajar, dan minat belajar terhadap hasil belajar. Metode penelitian menggunakan penelitian deskriptif korelasional dengan pendekatan Ex Post Facto dan survei. Pengumpulan data dilakukan, angket, dan dokumentasi. Data yang terkumpul melalui angket diolah dengan program SPSS. Berdasarkan analisis data diperoleh hasil bahwa ada pengaruh signifikan cara belajar siswa, disiplin belajar siswa, dan minat belajar siswa secara bersama-sama terhadap hasil belajar siswa yang ditempuh siswa di SMA Persada Bandarlampung.Kata kunci: cara belajar, disiplin belajar, minat belajar, hasil belajar]]>
<![CDATA[KETERAMPILAN SOSIAL MELALUI MODEL TIME TOKEN ARENDS DAN JIGSAW PADA PELAJARAN IPS ]]>
<![CDATA[Yusmairita Yusmairita]]>;
<![CDATA[Pujiati Pujiati]]>;
<![CDATA[Nurdin Nurdin]]>
<![CDATA[ JEE (Jurnal Edukasi Ekobis) Vol 3, No 7 (2015): JEE (Jurnal Edukasi Ekobis) ]]>
Publisher : <![CDATA[FKIP Unila ]]>
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<![CDATA[The purpose of the research was to discuss about the comparison of the studentssocial skill through model of Time Token Arends and Jigsaw on integrated IPS subjectat class VII SMP Negeri 4 Padangcermin. The method used was experiment withcomparative approach. The population was 161 students with sample was amount to64 students (2 class) that were determined through purposive sampling. Data weregathered through interview, documentation, observation and test. Testing thehypothesis used independent t-test with two sample. The result of data analysisshowed that (1) there is a difference on social skill between students learning usingcooperative learning model of Time Token Arends type and Jigsaw type. (2) the resultof social skill on students who use Time Token Arends was higher compared withstudents who used Jigsaw model.Tujuan penelitian ini mengkaji tentang perbandingan keterampilan sosial siswa melalui model Time Token Arends dan Jigsaw pada mata pelajaran IPS Terpadu siswa kelas VII SMP Negeri 4 Padangcermin. Metode yang digunakan adalah eksperimen dengan pendekatan komparatif. Populasi sebanyak 161 siswa dengan jumlah sampel sebanyak 64 siswa (2 kelas) yang ditentukan melalui teknik Purposive Sampling. Data dikumpulkan melalui wawancara, dokumentasi, observasi, dan tes. Pengujian hipotesis menggunakan rumus t-tes dua sampel independen. Hasil analisis data menunjukan (1) Terdapat perbedaan keterampilan sosial antara siswa yang pembelajaran menggunakan model pembelajaran kooperatif tipe Time Token Arends dan tipe Jigsaw. (2) Hasil keterampilan sosial pada siswa yang menggunakan model Time Token Arends lebih tinggi dibandingkan dengan siswa yang pembelajarannya menggunakan model Jigsaw.Kata kunci: keterampilan sosial, time token arends, jigsaw]]>
<![CDATA[PENGARUH PERSEPSI SISWA TENTANG KOMPETENSI GURU, MOTIVASI DAN CARA TERHADAP HASIL BELAJAR ]]>
<![CDATA[Andrian Saputra]]>;
<![CDATA[Pujiati Pujiati]]>;
<![CDATA[Nurdin Nurdin]]>
<![CDATA[ JEE (Jurnal Edukasi Ekobis) Vol 3, No 7 (2015): JEE (Jurnal Edukasi Ekobis) ]]>
Publisher : <![CDATA[FKIP Unila ]]>
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<![CDATA[The purpose of this research was to know the influence of student perceptions about teacher competency, learning motivation, and way of learning compared to learning outcomes. The research used descriptive of correlational study method with the ex post facto and survey approach. Data collection was done using questionnaire, and documentation. The data which were colelected through questionaire was analyzed by SPSS program. Based on analysis of data, it obtained that there are significant influence on the student perceptions about teacher competency, learning motivation, and way of learning to the learning outcomes of students in SMA Negeri 5 Bandarlampung.Tujuan penelitian ini untuk mengetahui pengaruh persepsi siswa tentang kompetensi guru, motivasi belajar dan cara belajar terhadap hasil belajar. Metode penelitian menggunakan penelitian deskriptif korelasional dengan pendekatan Ex Post Facto dan survei. Pengumpulan data dilakukan, angket, dan dokumentasi. Data yang terkumpul melalui angket diolah dengan program SPSS. Berdasarkan analisis data diperoleh hasil bahwa ada pengaruh signifikan persepsi siswa tentang kompetensi guru, motivasi belajar dan cara belajar secara bersama-sama terhadap hasil belajar siswa yang ditempuh siswa di SMA Negeri 5 Bandarlampung.Kata kunci: cara belajar, hasil belajar, motivasi belajar, kompetensi guru]]>
<![CDATA[PERBANDINGAN LIFE SKILL ANTARA JIGSAW DAN VCT DENGAN MEMPERHATIKAN KONSEP DIRI ]]>
<![CDATA[Andreas Saut H. Malau]]>;
<![CDATA[Edy Purnomo]]>;
<![CDATA[Yon Rizal]]>
<![CDATA[ JEE (Jurnal Edukasi Ekobis) Vol 3, No 7 (2015): JEE (Jurnal Edukasi Ekobis) ]]>
Publisher : <![CDATA[FKIP Unila ]]>
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<![CDATA[This research examined the comparative study of Life Skills between students who where taught using cooperative learning model of Jigsaw and VCT (Value Clarification Technique) based on the self concept of students at class VIII of SMP Negeri 4 Gadingrejo Pringsewu. The method of the research is comparative with experimental approaches. The result of data analysis showed that (1) There is a difference life skills of students who used jigsaw learning model than those who used VCT (Value Clarification Technique). (2) Life Skills of students who used Jigsaw Learning Model is higher than those who used VCT (Value Clarification Technique) on the students who have the positive self concept. (3) Life skills of students who used Jigsaw is lower than using VCT (Value Clarification Technique) in the students who have negative self concept. (4) There is an interaction between learning models with the self concept of students to Life skills in the subject of Integrated social studies.Penelitian ini mengkaji tentang perbandingan Life Skill antara model pembelajaran Jigsaw dan VCT (Value Clarification Technique) dengan memperhatikan konsep diri pada siswa kelas VIII SMP Negeri 4 Gadingrejo Pringsewu. Metode yang digunakan adalah komparatif dengan pendekatan eksperimen. Hasil analisis data menunjukkan (1) Ada perbedaan life skill siswa yang pembelajarannya menggunakan model pembelajaran Jigsaw dibandingkan menggunakan model pembelajaran VCT (Value Clarification Technique). (2) Life Skill siswa yang pembelajarannya menggunakan model pembelajaran Jigsaw lebih tinggi dibandingkan menggunakan VCT (Value Clarification Technique) pada siswa yang memiliki konsep diri yang positif. (3) Life Skill Siswa yang pembelajarannya menggunakan model pembelajaran Jigsaw lebih rendah dibandingkan menggunakan VCT (Value Clarification Technique) pada siswa yang memiliki konsep diri yang negatif. (4) Ada interaksi antara model pembelajaran dengan konsep diri siswa terhadap Life Skill pada mata pelajaran IPS Terpadu.Kata kunci: life skill, konsep diri, jigsaw, VCT]]>
<![CDATA[PENGARUH PERSEPSI SISWA TENTANG KETERAMPILAN , KREATIFITAS DAN DISIPLIN BELAJAR TERHADAP HASIL BELAJAR ]]>
<![CDATA[Selasmai Selasmai]]>;
<![CDATA[Nurdin Nurdin]]>;
<![CDATA[Tedi Rusman]]>
<![CDATA[ JEE (Jurnal Edukasi Ekobis) Vol 3, No 7 (2015): JEE (Jurnal Edukasi Ekobis) ]]>
Publisher : <![CDATA[FKIP Unila ]]>
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<![CDATA[This study aimed to determine the effect of students' perceptions about the teaching skills of teachers, teacher creativity and student learning discipline. The method used in this research was verification with ex post facto approach. Based on the analysis of the research results obtained show that, (1) there was a positive and significant impact on student perceptions about the teaching skills of teachers on learning outcomes, (2) there was a positive and significant impact on students' perception about the creativity of teachers on learning outcomes, (3) there was a positive and significant influence students 'perception about learning the discipline of students towards learning outcomes, (4) there was a positive and significant influence students' perception of teacher skills, the creativity of teachers and students to learn the discipline of learning outcomes.Penelitian ini bertujuan untuk mengetahui pengaruh persepsi siswa tentang keterampilan mengajar guru, kreativitas guru dan disiplin belajar siswa. Metode yang digunakan di dalam penelitian ini adalah penelitian verifikatif dengan pendekatan ex post facto. Berdasarkan analisis diperoleh hasil penelitian yang menunjukan bahwa, (1) ada pengaruh positif dan signifikan tentang persepsi siswa tentang keterampilan mengajar guru terhadap hasil belajar, (2) ada pengaruh positif dan signifikan tentang persepsi siswa tentang kreatifitas guru terhadap hasil belajar, (3) ada pengaruh yang positif dan signifikan persepsi siswa tentang disiplin belajar siswa terhadap hasil belajar, (4) ada pengaruh yang positif dan signifikan persepsi siswa tentang keterampilan guru, kreatifitas guru, dan disiplin belajar siswa terhadap hasil belajar.Kata kunci: disiplin, hasil belajar, keterampilan, dan kreatifitas,]]>
<![CDATA[HASIL BELAJAR EKONOMI MODEL PROBLEM POSING DAN DISKUSI KELOMPOK MEMPERHATIKAN KEMAMPUAN AWAL ]]>
<![CDATA[Rika Tria Ananda]]>;
<![CDATA[Tedi Rusman]]>;
<![CDATA[Nurdin Nurdin]]>
<![CDATA[ JEE (Jurnal Edukasi Ekobis) Vol 3, No 7 (2015): JEE (Jurnal Edukasi Ekobis) ]]>
Publisher : <![CDATA[FKIP Unila ]]>
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<![CDATA[The research was motivated by the lack of economic learning outcome. The aim of research was to determine the differences between economic learning outcome and the interaction of learning model and initial ability. The method used was the method of comparative experimental approach. The research population was 157 students with a sample of 58 students. Results of analysis showed that (1) there were differences in learning outcomes of economics students using Problem Posing model compared to group discussion, (2) the results of economics learning at the student who has low initial ability using Problem Posing model was lower than students who were using the Group Discussion , (3) The economics students have high initial ability using Problem Posing model was higher than students who were using the Group Discussion, (4) there was an interaction between the models with the initial ability on economic subjects. (5) there was a difference between high and low initial ability of the results of the economic study.Penelitian dilatarbelakangi oleh rendahnya hasil belajar ekonomi. Tujuan penelitian untuk mengetahui perbedaan hasil belajar ekonomi serta interaksi model pembelajaran dan Kemampuan Awal. Metode yang digunakan adalah metode komparatif pendekatan eksperimen. Populasi penelitian ini 157 siswa dengan jumlah sampel 58 siswa. Hasil analisis (1) terdapat perbedaan hasil belajar ekonomi siswa menggunakan model Problem Posing dibandingkan menggunakan Diskusi Kelompok, (2) hasil belajar ekonomi pada siswa memiliki kemampuan awal rendah menggunakan model Problem Posing lebih rendah dibandingkan dengan siswa menggunakan Diskusi Kelompok., (3) hasil belajar ekonomi siswa memiliki kemampuan awal tinggi menggunakan model Problem Posing lebih tinggi dibandingkan siswa menggunakan Diskusi Kelompok., (4)ada interaksi antara model dengan kemampuan awal pada mata pelajaran ekonomi. (5) ada perbedaan antara kemampuan awal tinggi dan rendah terhadap hasil belajar ekonomi.Kata kunci: diskusi kelompok, hasil belajar ekonomi, kemampuan awal siswa, problem posing.]]>
<![CDATA[HASIL BELAJAR IPS TALKING STICK DAN MAKE A MATCH MEMPERHATIKAN MINAT BELAJAR ]]>
<![CDATA[Yayuk Sulan Utami Ningsih]]>;
<![CDATA[Pujiati Pujiati]]>;
<![CDATA[Nurdin Nurdin]]>
<![CDATA[ JEE (Jurnal Edukasi Ekobis) Vol 3, No 7 (2015): JEE (Jurnal Edukasi Ekobis) ]]>
Publisher : <![CDATA[FKIP Unila ]]>
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<![CDATA[The purpose of this study was to determine the differences in learning outcomes of IPS Terpadu and the interaction between learning model and learning interest. The method used was comparative with experimental approaches. The study population sample were 289 students with a number of 78 students that were determined by cluster random sampling. Hypothesis testing was using two-way analysis of variance formula and t-test of two independent samples. The results showed that: (1) there are differences in learning outcomes of those who used Talking Stick learning model and those students who used Make A Match learning model, (2) learning outcomes of students who were taught by using Talking Stick is higher than Make A Match on student who have high interest in learning , (3) the learning outcomes of students who are taught by using Talking Stick is higher than Make A Match on students who have low interest in learning, and (4) there is an interaction between cooperative learning model with learning interest on learning outcomes.Tujuan penelitian ini untuk mengetahui perbedaan hasil belajar IPS Terpadu serta interaksi antara model pembelajaran dan minat belajar. Metode yang digunakan adalah komparatif dengan pendekatan eksperimen. Populasi penelitian 289 siswa, jumlah sample 78 siswa ditentukan dengan Cluster Random Sampling. Pengujian hipotesis menggunakan rumus analisis varian dua jalan dan t-test dua sampel independen. Hasil penelitian: (1) terdapat perbedaan hasil belajar yang pembelajarannya menggunakan model Talking Stick dan siswa yang pembelajarannya menggunakan Make A Match, (2) hasil belajar siswa yang diajar menggunakan Talking Stick lebih tinggi dibandingkan Make A Match pada siswa yang minat belajarnya tinggi, (3) hasil belajar siswa yang diajar menggunakan Talking Stick lebih tinggi dibandingkan Make A Match pada siswa minat belajarnya rendah, dan (4) ada interaksi antara model pembelajaran kooperatif dengan minat belajar terhadap hasil belajar.Kata kunci: hasil, minat, make a match, talking stick]]>
<![CDATA[HASIL BELAJAR MODEL MaM DAN TS DENGAN MEMPERHATIKAN SIKAP TERHADAP MATA PELAJARAN ]]>
<![CDATA[Ana Purnamasari]]>;
<![CDATA[Yon Rizal]]>;
<![CDATA[Tedi Rusman]]>
<![CDATA[ JEE (Jurnal Edukasi Ekobis) Vol 3, No 7 (2015): JEE (Jurnal Edukasi Ekobis) ]]>
Publisher : <![CDATA[FKIP Unila ]]>
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<![CDATA[This research was aimed at finding the comparison on the average result study of IPS Terpadu by using Make a Match learning model (MaM) and Talking Stick (TS) by focusing on the attitude towards IPS Terpadu. The method used was comparative with experimental approach. The population were 101 students with a total sample of 51 students which was determined by cluster random sampling technique. The result showed that: 1) there is a difference between the average of result study between MaM and TS learning model, 2) there is a difference on the average of result study between students who had positive and negative attitude towards IPS Terpadu, 3) there is an interaction between learning model and attitude towards IPS Terpadu, 4) there is a difference on the average of result study by using MaM and TS among positive students, and 5) there is a difference the average of result study by using MaM and TS among sttudents who are negative.Penelitian ini bertujuan mengetahui perbandingan rata-rata hasil belajar IPS Terpadu menggunakan model make a match (MaM) dan talking stick (TS) dengan memperhatikan sikap terhadap mata pelajaran IPS Terpadu. Metode yang digunakan adalah komparatif dengan pendekatan eksperimen. Populasi 101 siswa dengan jumlah sampel sebanyak 51 siswa yang ditentukan dengan teknik Cluster Random Sampling. Hasil penelitian menunjukkan; 1) ada perbedaan rata-rata hasil belajar antara model MaM dan TS; 2) ada perbedaan rata-rata hasil belajar antara siswa yang memiliki sikap positif dan negatif terhadap mata pelajaran IPS Terpadu; 3) ada interaksi antara model pembelajaran dengan sikap terhadap mata pelajaran IPS Terpadu; 4) ada perbedaan rata-rata hasil belajar menggunakan model MaM dan TS bagi siswa bersikap positif; dan 5) ada perbedaan rata-rata hasil belajar menggunakan model MaM dan TS bagi siswa bersikap negatif.Kata kunci: MaM, sikap, TS]]>
