Elementary school mathematics learning is generally taught classically by teachers. By using the lecturing method and the material is also general nationally. There is no regional element (local wisdom values) there is no technological element. In this study, researchers discussed the integration of local wisdom-based mathematics learning through the development of student worksheets with Banten culture in the bilingual program at the SDIT Assa'adah Global Islamic School (AGIS) Elementary School, Serang City. The aimed of this research is to introduce Banten regional culture to elementary school students in a bilingual program with Indonesian and English trough mathematic worksheet. Researchers also simultaneously introduce foreign languages that are commonly used. This study used Research and development in the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) method. the population of research are IT AGIS Elementary School students, and the sample is grade 4 SD IT AGIS. In this study, researchers drafted a grade 4 bilingual mathematics worksheet. The results were validated by 3 experts recommended worthy of being tested on students.
{"title":"INTEGRATING MATHEMATICS LOCAL WISDOM BASED THROUGH WORKSHEET IN BILINGUAL PROGRAM","authors":"Nurul Hidayanti, M. Yanuar, I. Rohiyatussakinah","doi":"10.30740/jee.v3i2p46-52","DOIUrl":"https://doi.org/10.30740/jee.v3i2p46-52","url":null,"abstract":"Elementary school mathematics learning is generally taught classically by teachers. By using the lecturing method and the material is also general nationally. There is no regional element (local wisdom values) there is no technological element. In this study, researchers discussed the integration of local wisdom-based mathematics learning through the development of student worksheets with Banten culture in the bilingual program at the SDIT Assa'adah Global Islamic School (AGIS) Elementary School, Serang City. The aimed of this research is to introduce Banten regional culture to elementary school students in a bilingual program with Indonesian and English trough mathematic worksheet. Researchers also simultaneously introduce foreign languages that are commonly used. This study used Research and development in the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) method. the population of research are IT AGIS Elementary School students, and the sample is grade 4 SD IT AGIS. In this study, researchers drafted a grade 4 bilingual mathematics worksheet. The results were validated by 3 experts recommended worthy of being tested on students.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131754576","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}
The problem of this research is how to apply realistic mathematics to the wide discussion and the circumference of flat shapes. The aim is to identify the difficulties of junior high school students in completing story questions in broad and rounded discussion. This research method is classroom action research. Subjects of the study included students of class IX-B at SMPN 1 Campaka Mulya. The instrument tested was a test sheet containing 5 questions in the form of a description. The study was conducted in three cycles, in each cycle consisting of several stages, namely planning, implementing actions, observing, and reflecting. From the results of the study obtained information related to improving student learning outcomes. This is known from the average value and percentage of mastery learning in each cycle that is increasing. In cycle I the average value is 53.8 with completeness of learning 3.7% and included in the category of inadequate, the average value of cycle II is 75.2 with mastery learning 40.7% and included in the category enough, and the average value the average cycle III is 82.8 with mastery learning reaching 92.5% or included in the Good category. After the implementation of the action, it appears that students become more happy and enthusiastic in learning mathematics by using a realistic approach to the broad discussion and the circumference of flat shapes.
{"title":"IMPROVING MATHEMATICS LEARNING OUTCOMES OF CLASS IX MIDDLE SCHOOL STUDENTS IN THE MAJOR AREA AND FLAT BUILDING USING REALISTIC APPROACHES","authors":"A. Yusuf, Ruslan Mubarok","doi":"10.30740/jee.v3i1p19-24","DOIUrl":"https://doi.org/10.30740/jee.v3i1p19-24","url":null,"abstract":"The problem of this research is how to apply realistic mathematics to the wide discussion and the circumference of flat shapes. The aim is to identify the difficulties of junior high school students in completing story questions in broad and rounded discussion. This research method is classroom action research. Subjects of the study included students of class IX-B at SMPN 1 Campaka Mulya. The instrument tested was a test sheet containing 5 questions in the form of a description. The study was conducted in three cycles, in each cycle consisting of several stages, namely planning, implementing actions, observing, and reflecting. From the results of the study obtained information related to improving student learning outcomes. This is known from the average value and percentage of mastery learning in each cycle that is increasing. In cycle I the average value is 53.8 with completeness of learning 3.7% and included in the category of inadequate, the average value of cycle II is 75.2 with mastery learning 40.7% and included in the category enough, and the average value the average cycle III is 82.8 with mastery learning reaching 92.5% or included in the Good category. After the implementation of the action, it appears that students become more happy and enthusiastic in learning mathematics by using a realistic approach to the broad discussion and the circumference of flat shapes.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115079129","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 : 2019-08-03DOI: 10.30740/JEE.V2I2P123-128
Yanuarti Apsari, Euis Rina Mulyani, Ida Lisdawati
This research is intended to investigate the students’ attitudes toward the implementation of project-based learning. Project based learning is becoming increasingly popular in the pedagogical field. Qualitative research method was employed in this study. The respondents of this study were the fourth grade students who were taking coursebook evaluation subject.. The data of this study was gathered by using questionnaire. Then, the collected data were analysed by qualitative description. Based on the questionnaire data, the result indicates that the respondents have a positive attitude towards the implementation of project based learning. It can be seen from three aspects: affective, behavioral, and cognitive aspects. On affective aspect, the respondents were interested to learn by using project based learning because of several benefits that they get after learning by using project based learning. In addition, on cognitive aspects, the findings showed that all respondents believe that project based learning is effective in teaching coursebok evaluation subject. The last, on the behavior aspect, the data showed that during the implementation of project based learning the respondents likes to share ideas and discuss in their group.
{"title":"STUDENTS’ ATTITUDES TOWARD IMPLEMENTATION OF PROJECT BASED LEARNING","authors":"Yanuarti Apsari, Euis Rina Mulyani, Ida Lisdawati","doi":"10.30740/JEE.V2I2P123-128","DOIUrl":"https://doi.org/10.30740/JEE.V2I2P123-128","url":null,"abstract":"This research is intended to investigate the students’ attitudes toward the implementation of project-based learning. Project based learning is becoming increasingly popular in the pedagogical field. Qualitative research method was employed in this study. The respondents of this study were the fourth grade students who were taking coursebook evaluation subject.. The data of this study was gathered by using questionnaire. Then, the collected data were analysed by qualitative description. Based on the questionnaire data, the result indicates that the respondents have a positive attitude towards the implementation of project based learning. It can be seen from three aspects: affective, behavioral, and cognitive aspects. On affective aspect, the respondents were interested to learn by using project based learning because of several benefits that they get after learning by using project based learning. In addition, on cognitive aspects, the findings showed that all respondents believe that project based learning is effective in teaching coursebok evaluation subject. The last, on the behavior aspect, the data showed that during the implementation of project based learning the respondents likes to share ideas and discuss in their group.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125159929","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}
In the Orde Baru’s period, we have been directed to uniformity in many ways. Indonesia, a diverse cultural country was only directed to uniformity that would shape national culture, including Indonesian.Local diversities were just a complement, an addition to the main culture, so it was out of favor and only considered as a secondary culture. Moreover, the early '90s echoes of globalization began to enter into the soul of Indonesian society. Because ofthat, some communities in Indonesia were eroded in sense of nationalism that destabilize the use of Indonesian and glorifies all which came from abroad, including foreign languages. Whereas local culture is very important in the education of multiculturalism,it should be considered in a multicultural-region like ours, Indonesia. The reason is with the locality they can see themselves and also be able to see everyone else.Decentralization of culture including the use of regional languages will not only grow the local culture but also will raise the creativity and resilience of this nation from the onslaught of globalization.
{"title":"PRESERVATION OF LANGUAGE AND PRINCIPLES OF LOCAL CULTURE BASED MULTICULTURAL EDUCATION IN INDONESIA","authors":"Lina Siti Nurwahidah","doi":"10.30740/JEE.V2I1P33-38","DOIUrl":"https://doi.org/10.30740/JEE.V2I1P33-38","url":null,"abstract":"In the Orde Baru’s period, we have been directed to uniformity in many ways. Indonesia, a diverse cultural country was only directed to uniformity that would shape national culture, including Indonesian.Local diversities were just a complement, an addition to the main culture, so it was out of favor and only considered as a secondary culture. Moreover, the early '90s echoes of globalization began to enter into the soul of Indonesian society. Because ofthat, some communities in Indonesia were eroded in sense of nationalism that destabilize the use of Indonesian and glorifies all which came from abroad, including foreign languages. Whereas local culture is very important in the education of multiculturalism,it should be considered in a multicultural-region like ours, Indonesia. The reason is with the locality they can see themselves and also be able to see everyone else.Decentralization of culture including the use of regional languages will not only grow the local culture but also will raise the creativity and resilience of this nation from the onslaught of globalization.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132018471","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}
Change is a necessity. Implementation of change management is a must for the organization, if it wants to survive and develop forward. However, in fact, not all heads of organizations are aware of and understand the importance of it. This paper explores what this concept actually is. How is the application, especially when it is associated to the contemporary demands facedby the organization.Then, how far its relevance for management at the level of praxis, especially college management. This paper has not become a comprehensive text that addresses the above theme, but rather as ‘a trigger’ that hopefully can stimulate serious discussions among the academic community in order to obtain a clearer, more coherent, and more complete picture.
{"title":"CHANGE MANAGEMENT: CONCEPT, APPLICATION, AND ITS RELEVANCE FOR HIGHER EDUCATION MANAGEMENT","authors":"I. Iskandar","doi":"10.30740/JEE.V2I1P27-32","DOIUrl":"https://doi.org/10.30740/JEE.V2I1P27-32","url":null,"abstract":"Change is a necessity. Implementation of change management is a must for the organization, if it wants to survive and develop forward. However, in fact, not all heads of organizations are aware of and understand the importance of it. This paper explores what this concept actually is. How is the application, especially when it is associated to the contemporary demands facedby the organization.Then, how far its relevance for management at the level of praxis, especially college management. This paper has not become a comprehensive text that addresses the above theme, but rather as ‘a trigger’ that hopefully can stimulate serious discussions among the academic community in order to obtain a clearer, more coherent, and more complete picture.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131035427","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}
The development of higher education quality becomes primary activities that are not negotiable. Various government policies on the development of higher education continue to be issued, such as the Laws of Higher Education, Quality Assurance System of Higher Education, and the National Standards for Higher Education. One of responsive behavior to the development of quality higher education that is the Learning Organization. Through learning organization, every policies relating to the development have been discussed formally as well as becoming the means of improving the capacity of human resources in higher education adaptively and generatively. Learning organization originated from the culture of individual and team learning. This has led to shape the betterment of the quality of higher education, and also in responding to the policies of the development of quality higher education. The authors propose the alternative tools for that matter, that is the fifth disciplines of learning organization from Peter Senge, et al., namely: (1) Systems Thinking, (2) Personal Mastery; (3) Mental Models; (4) Shared Vision; and (5) Team Learning. Approach of Learning Organization in response to the policy of the development of quality higher education is done through internal dynamics, analysis of daily problems, self renewal capacity, building competitiveness in a cooperative and, build healthy higher education in the midst of rapid environmental changes, complex, and dynamic.
{"title":"LEARNING ORGANIZATION AS RESPONSIVE BEHAVIOR TOWARD THE POLICIES OF HIGHER EDUCATION QUALITY IMPROVEMENT","authors":"Hanafiah Hanafiah, H. S. Muchtar","doi":"10.30740/JEE.V2I1P1-10","DOIUrl":"https://doi.org/10.30740/JEE.V2I1P1-10","url":null,"abstract":"The development of higher education quality becomes primary activities that are not negotiable. Various government policies on the development of higher education continue to be issued, such as the Laws of Higher Education, Quality Assurance System of Higher Education, and the National Standards for Higher Education. One of responsive behavior to the development of quality higher education that is the Learning Organization. Through learning organization, every policies relating to the development have been discussed formally as well as becoming the means of improving the capacity of human resources in higher education adaptively and generatively. Learning organization originated from the culture of individual and team learning. This has led to shape the betterment of the quality of higher education, and also in responding to the policies of the development of quality higher education. The authors propose the alternative tools for that matter, that is the fifth disciplines of learning organization from Peter Senge, et al., namely: (1) Systems Thinking, (2) Personal Mastery; (3) Mental Models; (4) Shared Vision; and (5) Team Learning. Approach of Learning Organization in response to the policy of the development of quality higher education is done through internal dynamics, analysis of daily problems, self renewal capacity, building competitiveness in a cooperative and, build healthy higher education in the midst of rapid environmental changes, complex, and dynamic.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115436280","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}
The purpose of this study was to determine 1) the condition of the existing SMP potential in achieving the National Education Standards (SNP), 2) analyze the gap / gap between the real conditions Potential SMP with National Education Standards, 3) formulate an implementation strategy of the National Education Standards to Potential Junior High School. The unit of analysis in this study is 6 Potential Secondary Schools in the city of Bandung, which are in cluster 1 (1 Junior High School), cluster 2 (2 Junior High School) and cluster 3 (3 Junior High Schools). The results showed the level of the gap between the real conditions Potential Secondary Schools in Bandung with National Education Standards are as follows: standard financing is the largest gap compared with other standard is 59.2%. The next largest gap in a sequence is the standard of infrastructure (46.1%), the standard process (39.6%), the standard assessment (29.7%), teachers and education personnel standards (25%), the standard management (23.3 %), content standards (23.2%), and the smallest value of the average gap is competency standards (11%).
{"title":"STRATEGY IMPLEMENTATION OF NATIONAL EDUCATION STANDARDS AT THE POTENTIAL JUNIOR HIGH SCHOOL IN BANDUNG","authors":"Y. Arifin","doi":"10.30740/JEE.V2I1P65-74","DOIUrl":"https://doi.org/10.30740/JEE.V2I1P65-74","url":null,"abstract":"The purpose of this study was to determine 1) the condition of the existing SMP potential in achieving the National Education Standards (SNP), 2) analyze the gap / gap between the real conditions Potential SMP with National Education Standards, 3) formulate an implementation strategy of the National Education Standards to Potential Junior High School. The unit of analysis in this study is 6 Potential Secondary Schools in the city of Bandung, which are in cluster 1 (1 Junior High School), cluster 2 (2 Junior High School) and cluster 3 (3 Junior High Schools). The results showed the level of the gap between the real conditions Potential Secondary Schools in Bandung with National Education Standards are as follows: standard financing is the largest gap compared with other standard is 59.2%. The next largest gap in a sequence is the standard of infrastructure (46.1%), the standard process (39.6%), the standard assessment (29.7%), teachers and education personnel standards (25%), the standard management (23.3 %), content standards (23.2%), and the smallest value of the average gap is competency standards (11%).","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124671123","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}
Nowadays, moral education or character education; has become a relevant way to resolve moral crisis happens in Indonesia. When we said about moral crisis, it all refers to corruption, fornication, children and teen abuse, peer to peer violence, juvenile delinquency, the habit of cheating in exam, drugs abuse, pornography, and anarchy. All of it has become social problems that we still do not have the answer on how to resolve. Thus, based on the matter, character education obviously becomes an important thing to be implemented. Objective description that factually happen to the Indonesian nowadays, has show us that The Indonesian almost lost its true self (or identity). Many incidents happened in a last years, had threatened the nation existence. The spread of social conflict and terror had destroyed the social capital, which is important for the community moral integration. In other side, corruption, collusion and nepotism have turned this nation to become a low trust society. Based on the objective description above, I thought we need to improve the quality of higher educations, particularly through the character education; thus, they could result a diplomas with strong Indonesian identity. Nation Identity will be appears in the nation’s character as an implementation of the highest value of the nation. For the Indonesian, the highest values of the nation clearly written in the national principle, which is Pancasila. Pancasila itself, is the establishment of religious, humanity, nationalism, sovereignty, and sociality concepts. Revitalization of Indonesian identity mean, re-build and strengthen Indonesian identity to every citizens. In other words, an effort to build a person with strong Pancasila sense whom has moral and responsible. Higher education level, in this case, has responsibility to shape and strengthening the national identity, which nowadays seems to be weakened.
{"title":"THE IMPROVEMENT OF HIGH EDUCATION QUALITY IN INDONESIA THROUGH THE CHARACTER EDUCATION","authors":"Ieke Sartika Iriany, Rostiena Paciana","doi":"10.30740/JEE.V2I1P15-26","DOIUrl":"https://doi.org/10.30740/JEE.V2I1P15-26","url":null,"abstract":"Nowadays, moral education or character education; has become a relevant way to resolve moral crisis happens in Indonesia. When we said about moral crisis, it all refers to corruption, fornication, children and teen abuse, peer to peer violence, juvenile delinquency, the habit of cheating in exam, drugs abuse, pornography, and anarchy. All of it has become social problems that we still do not have the answer on how to resolve. Thus, based on the matter, character education obviously becomes an important thing to be implemented. Objective description that factually happen to the Indonesian nowadays, has show us that The Indonesian almost lost its true self (or identity). Many incidents happened in a last years, had threatened the nation existence. The spread of social conflict and terror had destroyed the social capital, which is important for the community moral integration. In other side, corruption, collusion and nepotism have turned this nation to become a low trust society. Based on the objective description above, I thought we need to improve the quality of higher educations, particularly through the character education; thus, they could result a diplomas with strong Indonesian identity. Nation Identity will be appears in the nation’s character as an implementation of the highest value of the nation. For the Indonesian, the highest values of the nation clearly written in the national principle, which is Pancasila. Pancasila itself, is the establishment of religious, humanity, nationalism, sovereignty, and sociality concepts. Revitalization of Indonesian identity mean, re-build and strengthen Indonesian identity to every citizens. In other words, an effort to build a person with strong Pancasila sense whom has moral and responsible. Higher education level, in this case, has responsibility to shape and strengthening the national identity, which nowadays seems to be weakened.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122314273","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}
In education sector, Total Quality Management is philosophy about sustainable improvement, that is contribute a practice tool to each educational institution to cover needs, wills and hopes of consumer’s satisfaction. The main word wich is involved with Total Quality Management is continous improvement and quality improvement. Total Quality Management is one of management strategy to response external challenges to cover consumer’s satisfaction.Fundamental; Total Quality Management consist of two basic aspect:1. Quality Manajemen System-QMS2. Continous Quality Improvement-CQIIn case to make implementation management concept, the strategy which is able to implement by education institution is evaluation to analyze strongness and weekness. Based on that evaluation, the educational institution and all it’s stakeholder consider and formulate quality target.The next step is to adjust planning including cost that refers to priority scale and national policy and depend on condition and resources each educational institution. In arranging program, the educational institution must define indicators or quality target. The most important step is monitoring and final evaluation. In monitoring, implementation of program is compared with the quality target defined before and also with the cost planning. The result of this evaluation can be used to adjust planning in the future. This process is a sustainable process.
{"title":"STRATEGI IMPLEMENTATION OF TOTAL QUALITY MANAGEMENT IN EDUCATION INSTITUTIONS","authors":"Yasnimar Ilyas","doi":"10.30740/JEE.V2I1P11-14","DOIUrl":"https://doi.org/10.30740/JEE.V2I1P11-14","url":null,"abstract":"In education sector, Total Quality Management is philosophy about sustainable improvement, that is contribute a practice tool to each educational institution to cover needs, wills and hopes of consumer’s satisfaction. The main word wich is involved with Total Quality Management is continous improvement and quality improvement. Total Quality Management is one of management strategy to response external challenges to cover consumer’s satisfaction.Fundamental; Total Quality Management consist of two basic aspect:1. Quality Manajemen System-QMS2. Continous Quality Improvement-CQIIn case to make implementation management concept, the strategy which is able to implement by education institution is evaluation to analyze strongness and weekness. Based on that evaluation, the educational institution and all it’s stakeholder consider and formulate quality target.The next step is to adjust planning including cost that refers to priority scale and national policy and depend on condition and resources each educational institution. In arranging program, the educational institution must define indicators or quality target. The most important step is monitoring and final evaluation. In monitoring, implementation of program is compared with the quality target defined before and also with the cost planning. The result of this evaluation can be used to adjust planning in the future. This process is a sustainable process.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128083288","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}
This study aims to develop and test the effectiveness of the strategy learning model 5MT (mengamati, menanya, membaca, menalar, mengomunikasikan, tes) (SQRACT= survey, question, read, association, communicating, test)) based on the dimension of the cognitive processes to improve reading comprehension of scientific discourse. The study was conducted using the method Reseacrh & Development, includes three phases: the planning, the development, and implementation stages.The implementation results showed among a control group with the experimental group, there is a significant difference of 0.005 <0.05. While learning to read when they see the results of scientific discourse understanding gained significant difference of 0.009 <0.05 between who have high scientific attitude and students who have low scientific attitude, and if the relationship between reading comprehension of scientific discourse with a scientific attitude is not there a significant relationship 0.985>0.05. Thus the authors can improve reading comprehension while enhancing the ability to think of High Order Thinking class X SMAN Ciparay Bandung regency in the academic year 2015/2016
{"title":"MODEL DEVELOPMENT STRATEGY LEARNING 5MT (SQRACT) DIMENSIONS BASED PROCESS FOR ENHANCING COGNITIVE ABILITY TO READ THE SCIENTIFIC DISCOURSE UNDERSTANDING CLASS X SENIOR HIGH SCHOOL","authors":"R. Andriani, Y. Mulyati","doi":"10.30740/JEE.V2I1P47-52","DOIUrl":"https://doi.org/10.30740/JEE.V2I1P47-52","url":null,"abstract":"This study aims to develop and test the effectiveness of the strategy learning model 5MT (mengamati, menanya, membaca, menalar, mengomunikasikan, tes) (SQRACT= survey, question, read, association, communicating, test)) based on the dimension of the cognitive processes to improve reading comprehension of scientific discourse. The study was conducted using the method Reseacrh & Development, includes three phases: the planning, the development, and implementation stages.The implementation results showed among a control group with the experimental group, there is a significant difference of 0.005 <0.05. While learning to read when they see the results of scientific discourse understanding gained significant difference of 0.009 <0.05 between who have high scientific attitude and students who have low scientific attitude, and if the relationship between reading comprehension of scientific discourse with a scientific attitude is not there a significant relationship 0.985>0.05. Thus the authors can improve reading comprehension while enhancing the ability to think of High Order Thinking class X SMAN Ciparay Bandung regency in the academic year 2015/2016","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128147996","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}
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