Pub Date : 2020-08-11DOI: 10.17977/um048v26i1p29-38
Rolisonia Rona Kecima Jeharut, S. Subandi, Habiddin Habiddin
Abstract: The purposes of this study were to identify students' misconceptions on acid-base concepts; examine the effectiveness of the Learning Cycle-6E models and cognitive conflict strategies in overcoming students' misconceptions; measure the retention of students' understanding of the concept. A descriptive and pre-experimental design with one group pretest-posttest design was employed in the study. 30 secondary school students from a public school in the province of Nusa Tenggara Timur, Indonesia. A three-tier instrument was applied to reveal students’ misconceptions as well as their scientific understanding. A paired t-test stastical procedure was apllied to uncover the effectiveness of the Learning Cycle-6E and cognitive conflict strategies. The retention of students' conceptual retention was measured in 3 weeks after the intervention (the implementation of Learning Cycle-6E models and cognitive conflict strategies). Several students’ misconception in the topic of acid-base have been uncovered. Also, that Learning Cycle-6E and cognitive conflict strategies are powerful in reducing misconceptions is proven. This paper also highlights that retention of students scientific understanding was also in very good criteria
{"title":"Learning Cycle-6e and Cognitive Conflict Strategies: The Remedial Learning to Overcome Misconceptions","authors":"Rolisonia Rona Kecima Jeharut, S. Subandi, Habiddin Habiddin","doi":"10.17977/um048v26i1p29-38","DOIUrl":"https://doi.org/10.17977/um048v26i1p29-38","url":null,"abstract":"Abstract: The purposes of this study were to identify students' misconceptions on acid-base concepts; examine the effectiveness of the Learning Cycle-6E models and cognitive conflict strategies in overcoming students' misconceptions; measure the retention of students' understanding of the concept. A descriptive and pre-experimental design with one group pretest-posttest design was employed in the study. 30 secondary school students from a public school in the province of Nusa Tenggara Timur, Indonesia. A three-tier instrument was applied to reveal students’ misconceptions as well as their scientific understanding. A paired t-test stastical procedure was apllied to uncover the effectiveness of the Learning Cycle-6E and cognitive conflict strategies. The retention of students' conceptual retention was measured in 3 weeks after the intervention (the implementation of Learning Cycle-6E models and cognitive conflict strategies). Several students’ misconception in the topic of acid-base have been uncovered. Also, that Learning Cycle-6E and cognitive conflict strategies are powerful in reducing misconceptions is proven. This paper also highlights that retention of students scientific understanding was also in very good criteria","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47179435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.17977/um048v26i1p8-14
Henny Rahmawati, Zobi Mazhabi
This study aimed at exploring the students’ beliefs towards reading between those who have followed ER and those who have not in the distinct level of reading ability—high, intermediate, and low level. This present study was a qualitative study concerning the students’ perception towards a particular issue. The findings show that the students’ beliefs towards reading English, for those who have followed ER with a high level of competency, remains the same as intensive reading principles. While, unexpectedly, those who have not yet followed ER at the same level have some beliefs which refer to ER principles. For the intermediate and low level for either those who have or have not yet followed ER, their principles remained the same reflecting those of intensive reading. This study contributes practically to ER practitioners in implementing ER in order that ER, within classroom activities, can run as it is by minimizing the biases and maximizing its benefits based on the outcomes, the students’ beliefs towards reading in English. Theoretically, the contribution lies at an additional confirmation that the outputs of ER, in the form of students’ beliefs, may result unexpectedly for many factors contributing to its success must really be well-monitored. The conclusion and suggestions are then attached to the end of this paper.
{"title":"EFL Learners’ Literacy with and Without ER in Reading English","authors":"Henny Rahmawati, Zobi Mazhabi","doi":"10.17977/um048v26i1p8-14","DOIUrl":"https://doi.org/10.17977/um048v26i1p8-14","url":null,"abstract":"This study aimed at exploring the students’ beliefs towards reading between those who have followed ER and those who have not in the distinct level of reading ability—high, intermediate, and low level. This present study was a qualitative study concerning the students’ perception towards a particular issue. The findings show that the students’ beliefs towards reading English, for those who have followed ER with a high level of competency, remains the same as intensive reading principles. While, unexpectedly, those who have not yet followed ER at the same level have some beliefs which refer to ER principles. For the intermediate and low level for either those who have or have not yet followed ER, their principles remained the same reflecting those of intensive reading. This study contributes practically to ER practitioners in implementing ER in order that ER, within classroom activities, can run as it is by minimizing the biases and maximizing its benefits based on the outcomes, the students’ beliefs towards reading in English. Theoretically, the contribution lies at an additional confirmation that the outputs of ER, in the form of students’ beliefs, may result unexpectedly for many factors contributing to its success must really be well-monitored. The conclusion and suggestions are then attached to the end of this paper.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43351620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.17977/um048v26i1p15-21
A. Asrial, Syahrial Syahrial, M. Maison, D. A. Kurniawan*, R. Perdana
This study aims to determine whether elementary school teachers know the traditional game "Engklek" can be integrated into learning. Because, by following the 2013 curriculum implemented by the government must integrate the values that are around into learning. The research method used is a mixed method with a sequential explanatory model, in which the number of samples in this study were 34 respondents who came from elementary school teachers in Batanghari through observation sheets and interviews conducted with respondents. The results in this study the teacher has a good category of teacher knowledge of traditional games, will remain, the teachers do not know that traditional games can be integrated into learning, even though by applying them into learning in addition to educating students, it can also help preserve their culture.
{"title":"A study of Traditional Games “Engklek” in Mathematics for Elementary School","authors":"A. Asrial, Syahrial Syahrial, M. Maison, D. A. Kurniawan*, R. Perdana","doi":"10.17977/um048v26i1p15-21","DOIUrl":"https://doi.org/10.17977/um048v26i1p15-21","url":null,"abstract":"This study aims to determine whether elementary school teachers know the traditional game \"Engklek\" can be integrated into learning. Because, by following the 2013 curriculum implemented by the government must integrate the values that are around into learning. The research method used is a mixed method with a sequential explanatory model, in which the number of samples in this study were 34 respondents who came from elementary school teachers in Batanghari through observation sheets and interviews conducted with respondents. The results in this study the teacher has a good category of teacher knowledge of traditional games, will remain, the teachers do not know that traditional games can be integrated into learning, even though by applying them into learning in addition to educating students, it can also help preserve their culture.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43366123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.17977/um048v26i1p22-28
Rahmania Sri Untari, Vevy Liansari, Firdaus Su’udiah
Abstract: Animation, with its various roles, has become a crucial technology of science. The roles of OPBL is to provide students with opportunities to exercise creative thinking, express critical ideas, build collaboration skill and use technology which will add their value at workplace as well as in real life. The research is conducted to compare students’ problem-solving skill before they received OPBL treatment and after they did. The research was conducted using the quasi-experiment method. Paired sample t-test examination was used to analyze the data. The research suggested that there is a significant difference in the students' problem-solving skill before they received OPBL treatment and after they did, and that the difference is highly influenced by the syntax or learning model scenario. Cooperative learning made student group learning more structured in alignment with the learning topic assigned.
{"title":"Open Problem-Based Learning (OPBL) Scenario on 2D Text Animation Using Polya Approach","authors":"Rahmania Sri Untari, Vevy Liansari, Firdaus Su’udiah","doi":"10.17977/um048v26i1p22-28","DOIUrl":"https://doi.org/10.17977/um048v26i1p22-28","url":null,"abstract":"Abstract: Animation, with its various roles, has become a crucial technology of science. The roles of OPBL is to provide students with opportunities to exercise creative thinking, express critical ideas, build collaboration skill and use technology which will add their value at workplace as well as in real life. The research is conducted to compare students’ problem-solving skill before they received OPBL treatment and after they did. The research was conducted using the quasi-experiment method. Paired sample t-test examination was used to analyze the data. The research suggested that there is a significant difference in the students' problem-solving skill before they received OPBL treatment and after they did, and that the difference is highly influenced by the syntax or learning model scenario. Cooperative learning made student group learning more structured in alignment with the learning topic assigned.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41688142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-27DOI: 10.17977/UM048V25I2P50-57
Sopi Sopiah, Etta Mamang Sangadji
The purpose of the study was to examine the direct and indirect effects of lecturer commitments to academic achievement on student satisfaction through perceived teaching quality. The population of this research is all lecturers and students in state and private universities in Indonesia. The research sample used 180 lecturers and 600 state and private university students in East Java, which were obtained by using multi-stage sampling techniques. The main findings of the study prove: 1) There is a positive and significant direct effect of lecturer commitment to academic achievement on perceived teaching quality, 2) There is a significant positive direct ef-fect of lecturer commitment to academic achievement on dental satisfaction 3) There is a significant positive direct effect of perceived teaching quality on student satisfaction, 4) There is a positive and significant indirect effect of lecture-commitment to academic achievement on student satisfaction through perceived teaching quality
{"title":"The Effect of Lecturer Commitment on Student Academic Achievement toward Student Satisfaction through Perceived Teaching Quality","authors":"Sopi Sopiah, Etta Mamang Sangadji","doi":"10.17977/UM048V25I2P50-57","DOIUrl":"https://doi.org/10.17977/UM048V25I2P50-57","url":null,"abstract":"The purpose of the study was to examine the direct and indirect effects of lecturer commitments to academic achievement on student satisfaction through perceived teaching quality. The population of this research is all lecturers and students in state and private universities in Indonesia. The research sample used 180 lecturers and 600 state and private university students in East Java, which were obtained by using multi-stage sampling techniques. The main findings of the study prove: 1) There is a positive and significant direct effect of lecturer commitment to academic achievement on perceived teaching quality, 2) There is a significant positive direct ef-fect of lecturer commitment to academic achievement on dental satisfaction 3) There is a significant positive direct effect of perceived teaching quality on student satisfaction, 4) There is a positive and significant indirect effect of lecture-commitment to academic achievement on student satisfaction through perceived teaching quality","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41603924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-27DOI: 10.17977/UM048V25I2P88-96
R. Arthur, Riza Nur Dwi, L. Lenggogeni
This R&D aims to develop e-modules based on blended learning in the cost esti-mating course. The research used the R&D method with the 4D (four-D) model carried out through four main stages, namely define, design, development, and dissemination. The e-module development was limited only to the assessment and limited dissemination to experts or the development stage. This study used a questionnaire as a tool to test the feasibility of the instructional through expert validation and student assessment. The results obtained from Instructional experts, material, and students showed that this electronic module is suitable for use in cost estimating subject in Building Construction Vocational Undergraduate Program, Faculty of Engineering, Universitas Negeri Jakarta. However, further research is needed on the fourth stage (disseminate).
{"title":"E-Module of Cost Estimating Course in Building Construction Vocational Undergraduate Program Faculty of Engineering Universitas Negeri Jakarta","authors":"R. Arthur, Riza Nur Dwi, L. Lenggogeni","doi":"10.17977/UM048V25I2P88-96","DOIUrl":"https://doi.org/10.17977/UM048V25I2P88-96","url":null,"abstract":"This R&D aims to develop e-modules based on blended learning in the cost esti-mating course. The research used the R&D method with the 4D (four-D) model carried out through four main stages, namely define, design, development, and dissemination. The e-module development was limited only to the assessment and limited dissemination to experts or the development stage. This study used a questionnaire as a tool to test the feasibility of the instructional through expert validation and student assessment. The results obtained from Instructional experts, material, and students showed that this electronic module is suitable for use in cost estimating subject in Building Construction Vocational Undergraduate Program, Faculty of Engineering, Universitas Negeri Jakarta. However, further research is needed on the fourth stage (disseminate).","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41459962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-27DOI: 10.17977/UM048V25I2P58-65
Ijirana Ijirana, J. Mansyur
This research aims to examine the pattern of external representation and metacognitive skills in chemistry problem solving for students of chemistry education at Tadulako University. This picture will enrich the treasures of thinking skills in the field of science, namely how students/prospective teachers think in the context of metacognitive skills and how these students display an external representation system on chemistry concepts. The subject of this qualitative study was obtained through a purposive random sampling of 97 students who have been programmed Basic Chemistry course 2017/2018 academic year. Subjects were selected based on the results of the screening using a metacognitive skills assessment questionnaire (MCAI). Two problems solved by the subject by setting one-on-one thinking aloud. Subjects who complete the issue by setting further interviews at different times. The problem-solving activity was recorded using a video camera. The subject uses a type of representation and aspects of metacognitive skills and how to use the sequence of activities, analyzed in detail. The results showed that students of chemical education used metacognitive skills and external representations. So students solve chemical problems. Students also can improve knowledge retention related to linking new knowledge with previous knowledge, creating ideas, organizing, and even synthesizing knowledge. Students become productive and find solutions for problem-solving well
{"title":"Patterns of Metacognitive Skills and External Representation of Students in Chemistry Problem Solving","authors":"Ijirana Ijirana, J. Mansyur","doi":"10.17977/UM048V25I2P58-65","DOIUrl":"https://doi.org/10.17977/UM048V25I2P58-65","url":null,"abstract":"This research aims to examine the pattern of external representation and metacognitive skills in chemistry problem solving for students of chemistry education at Tadulako University. This picture will enrich the treasures of thinking skills in the field of science, namely how students/prospective teachers think in the context of metacognitive skills and how these students display an external representation system on chemistry concepts. The subject of this qualitative study was obtained through a purposive random sampling of 97 students who have been programmed Basic Chemistry course 2017/2018 academic year. Subjects were selected based on the results of the screening using a metacognitive skills assessment questionnaire (MCAI). Two problems solved by the subject by setting one-on-one thinking aloud. Subjects who complete the issue by setting further interviews at different times. The problem-solving activity was recorded using a video camera. The subject uses a type of representation and aspects of metacognitive skills and how to use the sequence of activities, analyzed in detail. The results showed that students of chemical education used metacognitive skills and external representations. So students solve chemical problems. Students also can improve knowledge retention related to linking new knowledge with previous knowledge, creating ideas, organizing, and even synthesizing knowledge. Students become productive and find solutions for problem-solving well","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43923108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-27DOI: 10.17977/UM048V25I2P82-87
Sarah Mustika Barokah, Loviniantika Cahyaning Suseno, Yosepha Kurniawati Deze Say, A. Mustadi
This research aims to examine the difference between the learning achievement of students with learning styles visual, auditory, and kinesthetic in Sub-district Sukun Malang. The type of this research was comparative quantitative. This research population was all 4th-grade students in Sub-district Sukun, which amount to 3250 students, while the technique of sample retrieval used random cluster sampling. Sample of this research amount to 338 of the 4th-grade students from 5 elementary schools in Sub-district Sukun. Data were collected by using learning style questionnaires and documents of students learning achievement. Data analysis of this research used quantitative statistics descriptive and analysis statistics nonparametric using the Kruskal-Wallis Test. The result of this research showed that the amount of significant value is 0.688, higher than 0.05, so it can be concluded that there is no difference in thematic learning achievement between a student who has visual, auditory, and kinesthetic learning styles.
{"title":"Learning Styles, Does it Cause the Differences of Students Achievement?","authors":"Sarah Mustika Barokah, Loviniantika Cahyaning Suseno, Yosepha Kurniawati Deze Say, A. Mustadi","doi":"10.17977/UM048V25I2P82-87","DOIUrl":"https://doi.org/10.17977/UM048V25I2P82-87","url":null,"abstract":"This research aims to examine the difference between the learning achievement of students with learning styles visual, auditory, and kinesthetic in Sub-district Sukun Malang. The type of this research was comparative quantitative. This research population was all 4th-grade students in Sub-district Sukun, which amount to 3250 students, while the technique of sample retrieval used random cluster sampling. Sample of this research amount to 338 of the 4th-grade students from 5 elementary schools in Sub-district Sukun. Data were collected by using learning style questionnaires and documents of students learning achievement. Data analysis of this research used quantitative statistics descriptive and analysis statistics nonparametric using the Kruskal-Wallis Test. The result of this research showed that the amount of significant value is 0.688, higher than 0.05, so it can be concluded that there is no difference in thematic learning achievement between a student who has visual, auditory, and kinesthetic learning styles.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44097338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-27DOI: 10.17977/UM048V25I2P73-81
A. Astalini, D. Darmaji, D. A. Kurniawan*, Lika Anggraini, R. Perdana
This study aims to apply students' self-concept E-assessment to SESKA-based physics. Student self-concept E-assessment in this study aims to see students 'self-concept of physics and how the teacher responds to the development of students' self-concept E-assessment with SESKA systems. The method implemented in this research has three stages, namely: (1) Development, (2) Implementation, & (Evaluation). This research was carried out on 450 students and 15 teachers in the Jambi Province of Indonesia. The results of this study indicate students' self-concept of physics is classified as good 47.1% (212 students), and the teacher's response is classified as positive, with 66.7% (10 teachers). Therefore, SESKA-based E-Assessments receives a good response and needs to be developed on a large scale.
{"title":"E-Assessment on Student's Self-Concept for Physics Learning","authors":"A. Astalini, D. Darmaji, D. A. Kurniawan*, Lika Anggraini, R. Perdana","doi":"10.17977/UM048V25I2P73-81","DOIUrl":"https://doi.org/10.17977/UM048V25I2P73-81","url":null,"abstract":"This study aims to apply students' self-concept E-assessment to SESKA-based physics. Student self-concept E-assessment in this study aims to see students 'self-concept of physics and how the teacher responds to the development of students' self-concept E-assessment with SESKA systems. The method implemented in this research has three stages, namely: (1) Development, (2) Implementation, & (Evaluation). This research was carried out on 450 students and 15 teachers in the Jambi Province of Indonesia. The results of this study indicate students' self-concept of physics is classified as good 47.1% (212 students), and the teacher's response is classified as positive, with 66.7% (10 teachers). Therefore, SESKA-based E-Assessments receives a good response and needs to be developed on a large scale.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43866530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-27DOI: 10.17977/UM048V25I2P66-72
Aulia Safitri, A. Gafur
This study aims to determine the relationship of teacher involvement in the Subject Teachers Association (MGMP), pedagogical and professional competencies of civic teachers with the learning outcomes of high school students in Malang. Data were analyzed descriptively using a correlational design. Hypothesis testing was done by analyzing the parametric correlation between the independent variables and the dependent variable partially. The results of this study indicate that there is a positive and significant relationship between involvement in MGMP, pedagogical competence, and professional competence of civic teachers and the learning outcomes of high school students in Malang. All hypotheses show a significant relationship.
{"title":"Involvement in Subject Teachers Association (MGMP), Pedagogical and Professional Competencies of Civic Teachers, And Learning Outcomes: A Correlational Study","authors":"Aulia Safitri, A. Gafur","doi":"10.17977/UM048V25I2P66-72","DOIUrl":"https://doi.org/10.17977/UM048V25I2P66-72","url":null,"abstract":"This study aims to determine the relationship of teacher involvement in the Subject Teachers Association (MGMP), pedagogical and professional competencies of civic teachers with the learning outcomes of high school students in Malang. Data were analyzed descriptively using a correlational design. Hypothesis testing was done by analyzing the parametric correlation between the independent variables and the dependent variable partially. The results of this study indicate that there is a positive and significant relationship between involvement in MGMP, pedagogical competence, and professional competence of civic teachers and the learning outcomes of high school students in Malang. All hypotheses show a significant relationship.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43194444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：