Journal of Educational Science and Technology
Jurnal EST mempublikasikan artikel hasil penelitian bidang studi kependidikan, yang berhubungan dengan belajar dan pembelajaran, teori dan praktik pendidikan, kebijakan pendidikan, pengembangan kurikulum dan materi pembelajaran, pendidikan budaya dan karakter bangsa, pendidikan guru, teknologi dan media pembelajaran, dan kegiatan lainnya yang relevan. Untuk itu diundang berbagai penulis artikel dari dalam dan luar negeri
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<![CDATA[PENGARUH BIMBINGAN MANAJEMEN DIRI DALAM MENINGKATKAN KEDISIPLINAN BELAJAR SISWA ]]>
<![CDATA[Titi Mirawati Asim]]>
<![CDATA[ Journal of Educational Science and Technology (EST) Volume 2 Nomor 2 Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/est.v2i2.2563
<![CDATA[The study was helt in atirah I senior high school grade XI at Makassar city the purpose is to know (1) the process and results of implementation of self management guidance in improving learning discipline experimental group students of. (2) the level of learnig discipline to learn the experimental group before and after the self-management guidance services. (3) the level of learning discipline of the control group before and after teach by giving information about the desciplane. (4) whether there are differences between the application of self-management guidance and information services in improving the efficientcy of learn discipline. This research uses and experimental approach (True Experimental Designs) in the form of pretest-posttest control group design. This study used data collection techniques by questionnaires, observation and evaluation of the understanding. Data analysis using descriptive statistical analysis of Wilcoxon signed ranks test. The results of this study indicate (1) The process of experimentel was running well. (2) level of discipline studying students before the experimental group was given self-management guidance services that are in the low category, while the level of discipline to learn the experimental group of students after being given self-management guidance services are in high category. (3) The level of discipline to learn the control group before and after teacing through information services remain at a low category, (4) there is a difference in learning discipline of experiental group student which giving self management guidance, and control groub students which giving information services]]>
<![CDATA[PENGARUH PELAKSANAAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK TERHADAP PEMAHAMAN KONSEP PADA MURID SEKOLAH DASAR ]]>
<![CDATA[Yusrianti Yusrianti]]>
<![CDATA[ Journal of Educational Science and Technology (EST) Volume 2 Nomor 2 Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/est.v2i2.2562
<![CDATA[This research purpose to (1) identify the process of the Implamention of realistic mathematics education, (2) knowing the understanding concept in mathematics of students (3) search the influence of the implementation of realistic mathematics education against the understanding concept of students. This research is the experiment research, True Experiment Design by using pre-test post-test control group design involve one experiment class and one control class. To know about the result of this research, researcher used observation sheet and essay instrument which has 8 numbers. Result of observation data analyze show that the implamention of realistic mathematics education in first meeting got percentage 69,84% with enough categorized and increase in fourth meeting 96,82% with very good categorized. The result of understanding concept data analyze show that there is different result of understanding concept of student between the experiment class and the control class significantly. The average of experiment’s class score is 77,2, and the average of control’s class score is 66,9. So, the experiment’s class score is higher than the control’s class score. As conclusion that the implementation of realistic mathematics education has given positive effect to the understanding concept of student.]]>
<![CDATA[PENGARUH PELAKSANAAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE TERHADAP HASIL BELAJAR IPS SISWA ]]>
<![CDATA[andi fathur asdar]]>
<![CDATA[ Journal of Educational Science and Technology (EST) Volume 2 Nomor 2 Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/est.v2i2.2559
<![CDATA[The objective of this research was to describe: 1) Teacher ability in the implementation of cooperative learning Think Pair Share, 2) Ttudent activities in the implementation of cooperative learning Think Pair Share, 3) Tearning result on IPS before and after the implementation of cooperative learning Think Pair Share, 4) learning result on IPS before and after learning process with lecture method, 5) to find out the influence of the implementation of cooperative learning Think Pair Share toward learning result on IPS. The method used was true experiment with pre-test post-test control group design. The population in the study are 4th grade student at SDN Sungguminasa II Somba Opu District Gowa Regency. Samples used are 40 student 20 student each from experiment and comparing group. chosen by simple random sampling. The data obtained from samples were analyzed with descritive and inferensial statistic. The result shows: 1) teacher ability in the implementation of cooperative learning Think Pair Share have increased, 2) student activities in the implementation of cooperative learning Think Pair Share, 3) student learning result who teached by cooperative learning Think Pair Share have increased, 4) student learning result who teached by lecture method have not increased, 5) the implementation of cooperative learning Think Pair Share is influencing toward learning result on IPS in 4th grade student at SDN Sungguminasa II Somba Opu District Gowa Regency.]]>
<![CDATA[PENGARUH PENERAPAN LKPD BERBASIS INKUIRI TERBIMBING DI MAN 1 KOTA BIMA ]]>
<![CDATA[nurfidianty annafi]]>
<![CDATA[ Journal of Educational Science and Technology (EST) Volume 2 Nomor 2 Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/est.v2i2.2097
<![CDATA[Penelitian ini bertujuan untuk mengetahui: (1) Perbedaan hasil belajar pengetahuan antara kelas eksperimen dan kelas kontrol. (2) Perbedaan sikap ilmiah antara kelas eksperimen dan kelas kontrol. (3) Tingkat keterlaksanaan sintaks inkuiri terbimbing kelas eksperimen. Metode penelitian yang digunakan yaitu eksperimen semu atau quasi experimental design. Sampel pada penelitian ini adalah peserta didik kelas XI IPA 1 sebagai kelas kontrol dan peserta didik kelas XI IPA 2 MAN 1 Kota Bima sebagai kelas eksperimen. Instrumen yang digunakan dalam penelitian ini terdiri dari: pedoman wawancara, lembar validasi, angket, tes, dan lembar observasi. Teknik analisis data menggunakan analisis deskriptif kualitatif. Hasil belajar pengetahuan peserta didik diukur menggunakan normalized gain (N-Gain). Nilai Gain Score ternormalisasi tersebut kemudian dianalisis menggunakan SPSS 18. Penilaian sikap ilmiah peserta didik dianalisis menggunakan penilaian Permendikbud No.81A Tahun 2013. Sedangkan penilaian keterlaksanaan sintaks dianalisis menggunakan analisis secara deskriptif kualitatif dengan menentukan persentase sub variabel. Berdasarkan hasil penelitian, dapat disimpulakan: (1) Rata-rata perolehan N-Gain hasil belajar pengetahuan peserta didik kelas eksperimen lebih tinggi dibanding kelas kontrol. (2) Penilaian sikap ilmiah peserta didik kelas eksperimen menunjukkan kategori “SANGAT BAIK”, sedangkan kelas kontrol menunjukkan kategori “BAIK”. Dan (3) Keterlaksanaan sintaks inkuiri terbimbing pada kelas eksperimen menunjukkan kategori “SANGAT BAIK”.]]>
<![CDATA[PENGARUH KETERAMPILAN MEMBUKA PELAJARAN TERHADAP MOTIVASI SISWA DALAM BELAJAR BAHASA INDONESIA SEKOLAH DASAR ]]>
<![CDATA[Asria Azis]]>
<![CDATA[ Journal of Educational Science and Technology (EST) Volume 2 Nomor 2 Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/est.v2i2.2560
<![CDATA[The objective this research was to describe: 1) teacher ability on Bahasa Indonesia learning process using opening learning skill, 2) student activities on opening learning skill process, 3) student motivation on Bahasa Indonesia learning process before and after implementation of opening learning skill in experiment group, 4) student motivation on Bahasa Indonesia learning process before and after learning process without implementation of opening learning skill, 5) to find out the influence of teaching skill in opening learning toward student motivation on studying Bahasa Indonesia. The method used was true experiment with pre-test post-test control group design. The population in the study are 5th grade student at SDN 139 Inpres Lambatorang in Bantimurung District Maros Regency. Samples used are 30 student, 15 student each from experiment and comparing group. The data was collective by test and observation, the data obtained from samples were analyzed by descritive and inferensial statistic. The result shows: 1) teacher ability on Bahasa Indonesia learning process use opening learning skill have increased, 2) student activities on Bahasa Indonesia learning process use opening learning skill have increased, 3) student learning motivation who teached by opening learning skill have increased, 4) student learning motivation who teached without opening learning skill have not increased, 5) opening learning skill influencing toward Student Motivation on Studying Bahasa Indonesia]]>
<![CDATA[PENERAPAN TEKNIK KONSELING RATIONAL EMOTIVE BEHAVIOR (REB) UNTUK MENINGKATKAN KECAKAPAN SOSIAL SISWA SMA PESANTREN GUPPI SAMATA KABUPATEN GOWA SULAWESI SELATAN ]]>
<![CDATA[ilham hamid]]>
<![CDATA[ Journal of Educational Science and Technology (EST) Volume 2 Nomor 2 Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/est.v2i2.2098
<![CDATA[Penelitian ini mengkaji tentang pengaruh penerapan konseling kelompok teknik rational emotive behavior (REB) untuk meningkatkan kecakapan sosial siswa SMA pesantren GUPPI Samata Kabupaten Gowa Sulawesi Selatan. Masalah utama penelitian ini adalah(1)Bagaimana gambaran pelaksanaan konseling kelompok teknik Rational Emotive Behavior (REB) di SMA pesantren GUPPI Samata Kabupaten Gowa (2) Bagaimana gambaran tingkat kecakapan sosial siswa sebelum dan sesudah diberikan konseling kelompok teknik Rational Emotive Behavior (REB) di SMA pesantren GUPPI Samata Kabupaten Gowa?(3)Apakah ada pengaruh konseling kelompok teknik Rational Emotive Behavior (REB) dalam meningkatkan kecakapan sosial di SMA pesantren GUPPI Samata Kabupaten Gowa? Tujuan penelitian ini adalah untuk (1) Mengetahui gambaran pelaksanaan konseling kelompok teknik Rational Emotive Behavior (REB) di SMA pesantren GUPPI Samata Kabupaten Gowa.(2)Mengetahui gambaran tingkat kecakapan sosial siswa sebelum dan sesudah diberikan konseling kelompok teknik Rational Emotive Behavior (REB) di SMA pesantren GUPPI Samata Kabupaten Gowa.(3)Mengetahui apakah ada pengaruh penerapan konseling kelompok teknik Rational Emotive Behavior (REB) dalam meningkatkan kecakapan sosial di SMA pesantren GUPPI Samata Kabupaten Gowa. Jenis penelitian kuantitaif. Metode Penelitian ini menggunakan pendekatan eksperimen (Experimental Designs) dalam bentuk Pretest-Posttest Design. Subjek dalam penelitian ini adalah 20 siswa kelas XI SMA pesantren GUPPI Samata Kabupaten Gowa tahun ajaran 2014/2015. Teknik pengambilan sampel dilakukan secara simple random sampling.Teknik pengumpulan data melalui angket, dan observasi. Analisis data menggunakan analisis persentase dan analisis statistik inferensial, yaitu t-test. Hasil penelitian menunjukkan bahwa:(1)Pelaksanaan konseling kelompok teknik Rational Emotive Behavior (REB) dilakukan melalui tahap pembentukan, tahap peralihan, pelaksanaan kegiatan dan tahap pengakhiran termasuk pretest dan posttest. Setiap pertemuan kegiatan konseling kelompok teknik Rational Emotive Behavior (REB) mahasiswa mengikuti secara antusias dan aktif berpartisipasi dalam kegiatan konseling kelompok.(2)Tingkat kecakapan sosial siswa di SMA Pesantren GUPPI Samata Kabupaten Gowa sebelum diterapkan konseling kelompok teknik Rational Emotive Behavior (REB) berada pada kategori sangat rendah dan rendah, dan setelah diterapkan konseling kelompok teknik Rational Emotive Behavior (REB) berada pada kategori tinggi dan sangat tinggi.(3)Ada pengaruh yang signifikan terhadap penerapan konseling kelompok teknik Rational Emotive Behavior (REB) dalam meningkatkan kecakapan sosial siswa di SMA Pesantren GUPPI Samata Kabupaten Gowa. Artinya, konseling kelompok teknik Rational Emotive Behavior (REB) dapat meningkatkan kecakapan sosial siswa]]>
<![CDATA[PENGARUH KEMAMPUAN PENALARAN MATEMATIS (MATHEMATICAL REASONING) DAN GAYA KOGNITIF TERHADAP KEMAMPUAN KOMUNIKASI DAN KONEKSI PADA MATERI STATISTIKA SISWA KELAS XI IPA SMA NEGERI DI KOTA PALU ]]>
<![CDATA[Nurul Inayah]]>
<![CDATA[ Journal of Educational Science and Technology (EST) Volume 2 Nomor 2 Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/est.v2i2.2105
<![CDATA[Penelitian ini adalah penelitian expost facto yang bertujuan untuk mengetahui pengaruh kemampuan penalaran matematis dan gaya kognitif terhadap kemampuan komunikasi dan koneksi pada materi statistika di kelas XI IPA SMA Negeri di kota Palu. Populasi penelitian ini adalah seluruh siswa kelas XI IPA SMA Negeri di kota Palu tahun ajaran 2015/2016. Teknik pengambilan sampel dilakukan dengan two-stage proporsional stratified simple random sampling. Sampel dalam penelitian ini adalah kelas XI IPA 1 di SMA Negeri 1 Palu, XI IPA-1 di SMA Negeri 3 Palu, XI IPA-2 di SMA Negeri 4 Palu, XI IPA-1 di SMA Negeri 6 Palu, dan XI IPA di SMA Negeri 8 Palu. Banyaknya sampel adalah 138 siswa. Instrumen yang digunakan adalah tes kemampuan penalaran matematis, Group Embedded Figures Test (GEFT), tes kemampuan komunikasi pada materi statistika, dan tes kemampuan koneksi pada materi statistika. Data yang diperoleh dianalisis dengan menggunakan analisis statistika deskriptif dan analisis statistika inferensial dengan menggunakan analisis Multivariate Analysis of Variance (MANOVA). Hasil penelitian menunjukkan bahwa (1) tidak terdapat interaksi antara kemampuan penalaran matematis dan gaya kognitif terhadap kemampuan komunikasi dan koneksi pada materi statistika (2) tidak terdapat perbedaan kemampuan komunikasi pada materi statistika antara siswa yang bergaya kognitif Field Independent (FI) dengan siswa yang bergaya kognitif Field Dependent (FD) (3) tidak terdapat perbedaan kemampuan koneksi pada materi statistika antara siswa yang bergaya kognitif FI dengan siswa yang bergaya kognitif FD (4) terdapat perbedaan kemampuan komunikasi pada materi statistika antara siswa yang memiliki kemampuan penalaran matematis tinggi dengan siswa yang memiliki kemampuan penalaran matematis rendah (5) terdapat perbedaan kemampuan koneksi pada materi statistika antara siswa yang memiliki kemampuan penalaran matematis tinggi dengan siswa yang memiliki kemampuan penalaran matematis rendah.]]>
<![CDATA[PENGARUH PENGGUNAAN MEDIA ANIMASI DALAM PEMBELAJARAN IPS TERHADAP MOTIVASI BELAJAR SISWA KELAS IV SD NEGERI MANNURUKI ]]>
<![CDATA[Alannasir, Wahyullah]]>
<![CDATA[ Journal of Educational Science and Technology (EST) Volume 2 Nomor 2 Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/est.v2i2.2561
<![CDATA[The objective of study at manuruki elementari schole greade are (1) to now the student learning motivation in social study. (2) to she if the animation media usage in social study learning of class IV SD Negeri Mannuruki? (2) how the students motivation in learning IPS with the use of animation media Elementary School fourth grade students Mannuruki? (3) whether there is influence of media use animation in teaching social studies to students motivation Mannuruki Elementary School fourth grade?. This research uses experimental research (true experimental design. Data collection  techniques used were: observation, interviews, and questionnaires. The analisis of the data use is deskriptif to describe to proces of learning by using animation media and the student motivation, and inferential analisis is used to teks the risert hipotesis by using tetest. and  The results showed that: (1) The use of animation media in teaching social studies have stages of learning in which, every meeting there are three main stages were carried out by teachers namely planning, implementation and evaluation are then designed in accordance with the steps for using media animation with both categories. (2) learning motivation of students in social study on student learning motivation, before and after learning by using animation media has increased significantly ie before the treatment is in the category enough and after treatment increased student motivation with very good category. (3) the use of the animation media influence the studensâ motivation to learn at the fourth grade of mannuruki elementary school.    ]]>
