UNY Journal Collections (Universitas Negeri Yogyakarta)
Not a member yet
2796 research outputs found
Sort by
Pengembangan perangkat pembelajaran teknik digital berbasis project based learning di jurusan pendidikan teknik elektro
No full textPenelitian pengembangan ini bertujuan untuk mendeskripsikan kualitas perangkat pembelajaran berupa Rencana Pelaksanaan Pembelajaran (RPP) dan Modul Praktik (Lab Sheet) pada mata kuliah Teknik Digital menggunakan pendekatan Project Based Learning. Kualitas produk pengembangan dinilai berdasarkan: (1) aspek kevalidan, (2) aspek kepraktisan, dan (3) aspek keefektifan mahasiswa. Prosedur pengembangan perangkat pembelajaran mengacu pada model pengembangan ADDIE (analysis, design, development, implementation, dan evaluation). Kualitas kevalidan perangkat pembelajaran memenuhi kriteria valid ditunjukkan oleh skor rata-rata RPP masuk dalam kategori sangat baik, dan skor rata-rata Lab Sheet yang dikategorikan baik. Kualitas kepraktisan perangkat pembelajaran memenuhi kriteria praktis ditunjukkan oleh skor rata-rata respon mahasiswa masuk dalam kategori sangat baik, skor rata-rata respon dosen masuk dalam kategori baik, dan persentase hasil observasi pembelajaan masuk dalam kategori sangat baik. Kualitas keefektifan perangkat pembelajaran ditinjau dari kemampuan mahasiswa memenuhi kriteria efektif ditunjukkan oleh persentase ketuntasan siswa yaitu 93,10% yang berarti sangat baik dan skor rata-rata kemampuan mahasiswa yaitu 82,68 yang berarti baik.
Kata kunci: perangkat pembelajaran, project based learning, penelitian pengembangan (ADDIE model)
THE TEACHING DEVICES DEVELOPMENT OF DIGITAL ENGINEERING USING PROJECT BASED LEARNING IN DEPARTMENT OF ELECTRICAL ENGINEERING EDUCATION
Abstract
This development study was aimed to describe the quality of the learning device in the form of Learning Implementation Plan (RPP) and Practice Module (Lab Sheet) on Digital Engineering course using Project Based Learning approach. Quality of product development was assessed by considering the aspects of: 1) validity, 2) practicality, and 3) the effectiveness of the student. The development procedure refers to the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The quality of the learning device validity fulfills the criteria of being \u27valid\u27 indicated by the average score of RPP which is categorized as very good, and the average score of Lab Sheet which is categorized as good. The quality of learning device practicality fulfills the criteria of being \u27practical\u27 indicated by the average score of students\u27 response which is categorized as very good, the average score of lecturers\u27 response which is categorized as good, and the percentage of learning observation result which is categorized as very good. The quality of the effectiveness of the learning device observed in terms of students\u27 ability effectively meets the criteria of being \u27effective\u27 indicated by the percentage of students\u27 completeness (93.10%) which means very good and the average score of students\u27 ability (82.68), which means good.
Keywords: learning of equipment, project based learning, research of development (ADDIE-Model
The implementation of integrated learning for developing the entrepreneurship readiness for the students of vocational high school majoring in architecture engineering
No full textThe objective of the research was to: (1) find the level of integrated learning effectiveness between the entrepreneurship subjects and the stone and concrete practical subject from the perspective of the teachers and the students; (2) to find the level of integrated learning implementation between the entrepreneurship subject and the stone and concrete practical subject; (3) to find the level of teacher and student activities within the integrated learning between the entrepreneurship subject and the stone and concrete practical subject; and (4) to find the level of student readiness within the integrated learning between the entrepreneurship subject and the stone and concrete practical subject. The researchers implemented the Research and Development approach with an orientation toward the product development. The research period in the form of learning implementation within the classroom was from January to February 2013. The research site was in 2 Pengasih State Vocational High School Kulonprogo. The research subjects were the students of XI Grade Stone and Concrete Construction Engineering, 2 Pengasih State Vocational High School, Kulonprogo. The research procedures were divided into two stages namely: (1) pre-integrated learning implementation; and (2) integrated learning implementation. The research data included: (1) the effectiveness of integrated learning from the perspective of the teachers and the students; (2) the implementation of integrated learning; (3) the level of activeness that the teachers and the students exposed; and (4) the readiness of the students for performing entrepreneurship based on the achievement of learning competences in the domain of knowledge, attitude and skill. The data analysis was performed in a descriptive-qualitative manner by providing logical narratives according to the research objectives. The results of the research were as follows: (1) the implementation of integrated learning, from the perspective of both the teachers and the students, had been in the category of effective to very effective; (2) the implementation of integrated learning had been in the category of good to very good; (3) the teachers and the students had been in the category of active to very active; and (4) the students had been in the category of ready for performing the entrepreneurship with the achievement of learning scores for more than the already determined passing grade
MODEL EVALUASI PEMBELAJARAN AKIDAH DAN AKHLAK DI MADRASAH TSANAWIYAH (MTs)
No full textPenelitian ini bertujuan: (1) menghasilkan model evaluasi pembelajaran Akidah dan Akhlak di MTs, (2) menghasilkan instrumen evaluasi yang memiliki reliabilitas dan validitas, (3) mengetahui kelayakan Model Logik Evaluasi Pembelajaran Akidah dan Akhlak (MLEPAA). Penelitian ini menggunakan model Borg dan Gall. Teknik penentuan subjek penelitian untuk unit analisis siswa dengan simple random sampling sejumlah 330 siswa dari tiga MTsN di Kabupaten Banyumas, 3 orang Guru Akidah dan Akhlak, dan 3 orang Kepala MTsN. Teknik pengumpulan data yang digunakan adalah: kuesioner, tes, dan penilaian antarteman. Validitas instrumen meliputi face validity dan content validity, dianalisis dengan expert judgment, validasi konstruk dianalisis dengan konfirmatori faktor analisis (CFA), sedangkan instrumen tes dianalisis dengan bantuan program ITEMAN. Estimasi reliabilitas instrumen menggunakan formula Alpha Cronbach dan reliabilitas interrater menggunakan Cohens\u27 Kappa dengan program SPSS for Window 16.0. Simpulan penelitian: pertama, model evaluasi yang dihasilkan (MLEPAA) mencakup empat komponen utama, yaitu: input, activities, output, dan outcomes. Kedua, hasil analisis dengan CFA diperoleh indeks: (1) Ï-value \u3e 0,05; (2) Root Mean Square Error of Approximation (RMSEA) \u3c 0,8; dan (3) Goodness of Fit Index (GFI) \u3c 0,90. Ketiga, instrumen yang dikembangkan memenuhi validitas dan reliabilitas yang baik. Keempat, berdasarkan penilaian user, MLEPAA layak digunakan.
Kata kunci: model logik, evaluasi pembelajaran Akidah dan Akhlak, MTs
AKIDAH AND AKHLAK LEARNING EVALUATION MODEL IN THE MADRASAH TSANAWIYAH
Abstract
This study aimed to: (1) develop an evaluation model on Akidah Akhlak subject of Madrasah Tsanawiyah (MTs), (2) generate some instruments of evaluation which have validity and reliability, (3) know a worthiness model evaluation of Akidah Akhlak subject in implementation. This study was a research and development of Borg and Gall model. The subjects were determined by simple random sampling which consisted of 330 students, 3 teachers, and 3 principles in three public Madrasah Tsanawiyah in Banyumas regencies. The data gathering techniques used were questionnaires, tests, and peer assessment. The instrument validation process was carried out in terms of the face validity and content validity through expert judgment, the construct validity through the confirmatory factor analysis (CFA), and test by using ITEMAN program. The instrument reliability was analyzed using the Cronbach\u27s Alpha technique, and inter-rater reliability was assessed using SPSS for Window 16.0. with Cohens\u27 Kappa technique. The results of the research were as follows: firstly, the components of MLEPAA evaluation model consisted of input, activities, output, and outcomes. Secondly, the results of CFA analysis were as follows: (a) Chi-Square, p \u3e 0.05, the acquired value is= 553.72, (b) Goodness of Fit Indices (GFI) must be 0 to 1, the acquired value is = 0.892, and (c) Root Mean Square Error of Approximation (RMSEA) \u3c 0.05, the acquired value is = 0.000. Thirdly, instrument utilized in research had fulfilled reliability and validity. Fourth, based on assessment from user, the MLEPAA was suitable for using in MTs.
Keywords: logic model, Akidah Akhlak learning evaluation, MT
PENGEMBANGAN TES BERPIKIR KRITIS DENGAN PENDEKATAN ITEM RESPONSE THEORY
No full textPenelitian ini bertujuan untuk menghasilkan sebuah alat ukur (tes) berpikir kritis yang valid dan reliabel untuk digunakan, baik dalam lingkup pendidikan maupun kerja di Indonesia. Tahapan penelitian dilakukan berdasarkan tahap pengembangan tes menurut Hambleton dan Jones (1993). Kisi-kisi dan pembuatan butir didasarkan pada konsep dalam tes Watson-Glaser Critical Thinking Appraisal (WGCTA). Pada WGCTA, berpikir kritis terdiri dari lima dimensi yaitu Inference, Recognition Assumption, Deduction, Interpretation dan Evaluation of arguments. Uji coba tes dilakukan pada 1.453 peserta tes seleksi karyawan di Surabaya, Gresik, Tuban, Bojonegoro, Rembang. Data dikotomi dianalisis dengan menggunakan model IRT dengan dua parameter yaitu daya beda dan tingkat kesulitan butir. Analisis dilakukan dengan menggunakan program statistik Mplus versi 6.11 Sebelum melakukan analisis dengan IRT, dilakukan pengujian asumsi yaitu uji unidimensionalitas, independensi lokal dan Item Characteristic Curve (ICC). Hasil analisis terhadap 68 butir menghasilkan 15 butir dengan daya beda yang cukup baik dan tingkat kesulitan butir yang berkisar antara -4 sampai dengan 2.448. Sedikitnya jumlah butir yang berkualitas baik disebabkan oleh kelemahan dalam menentukan subject matter experts di bidang berpikir kritis dan pemilihan metode skoring.
Kata kunci: Pengembangan tes, berpikir kritis, item response theory
DEVELOPING CRITICAL THINKING TEST UTILISING ITEM RESPONSE THEORY
Abstract
The present study was aimed to develop a valid and reliable instrument in assesing critical thinking which can be implemented both in educational and work settings in Indonesia. Following the Hambleton and Jones\u27s (1993) procedures on test development, the study developed the instrument by employing the concept of critical thinking from Watson-Glaser Critical Thinking Appraisal (WGCTA). The study included five dimensions of critical thinking as adopted from the WGCTA: Inference, Recognition Assumption, Deduction, Interpretation dan Evaluation of arguments. 1453 respondents from Surabaya, Gresik, Tuban, Bojonegoro and Rembang were used for trailing the test. The dichotomous data were analized using the Item Response Theory with two parameter logistic model using statistical program Mplus ver. 6.11. Several assumptions were tested prior the IRT analysis; the test of unidimensionality, local independency and Item Characteristic Curve (ICC). Amongst 68 items only 15 items had good discrimination parameter. Difficulty item level ranged from - 4.95 to 2.448. The study was limited in producing high number of qualified items due to its failure in finding subject matter experts in critical thinking area and inadequate choice in scoring method.
Keywords: test development, critical thinking, Item response theor
Dinamika pelaksanaan Kurikulum 2013 pada tingkat sekolah menengah pertama di Kota Semarang
No full textThe purpose of this study was to examine the implementation of the curriculum PPKn 2013 for Junior High School in targeted schools. In details, this research was aimed at (1) describing the influence of curricula across time; (2) describing the dynamics of implementation and its impact on the teachers\u27 understanding; (3) describing the level of teachers\u27 understanding on planning, implementing and evaluating based on curriculum 2013 guidance; and (4) stating a recommendation for curriculum policy makers in future. It was descriptive research. The methods for collecting data were questionnaire, interview, and observation. The results indicated that the teacher understood how to implement the curriculum, especially in teaching PPKn. PPKn teacher was able to plan, conduct, and evaluate of teaching PPKn authentically
Pengembangan model pembelajaran motorik kasar siswa taman kanak-kanak kelompok A
No full textPenelitian ini bertujuan menghasilkan model pembelajaran motorik kasar siswa TK kelompok A. Penelitian ini menggunakan desain penelitian pengembangan. langkah-langkahnya terdiri atas (1) potensi dan masalah, (2) pengumpulan data, (3) desain produk, (4) validasi desain, (5) revisi desain, (6) uji coba produk, (7) revisi produk, (8) uji coba pemakaian, dan (9) revisi produk. Penilaian kualitas produk melibatkan 3 orang ahli. Instrumen yang digunakan untuk mengumpulkan data adalah petunjuk umum wawancara, catatan lapangan, lembar evaluasi, angket skala nilai validasi, rubrik penilaian siswa, pedoman observasi permainan, dan pedoman observasi keefektifan permainan. Hasil penelitian berupa model pembelajaran motorik kasar siswa TK kelompok A yang terdiri atas 10 permainan, yaitu: (1) permainan tebak hewan, (2) permainan ular mencari makan, (3) permainan lari citah, (4) permainan mencari hewan, (5) permainan mengambil hewan, (6) permainan loncat kangguru, (7) permainan lompat bangau, (8) permainan lubang tikus, (9) permainan ikan sapu-sapu, dan (10) permainan undur-undur yang telah di validasi oleh ahli dan guru.
Kata Kunci: model, pembelajaran, motorik kasar, TK kelompok A
Rough learning motor model development kindergarten student group A
Abstrack
This research aims to produce a gross motor teaching model for group A kindergarten students. The study used research and development design. consisting the steps of (1) the potential and problems, (2) data collection, (3) product design, (4) validation of the design, (5) revision of the design, (6) product trials, (7) product revision, (8) utility testing, and (9) product revision. 3 Product quality assessment involving experts. The instruments used to collect the data were a general interview guide, field notes, evaluation sheets, questionnaire of validation of the value scale, student assessment rubric, game observation guide, and game effectiveness observation guide. The result of the research is a model of gross motor teaching of group A kindergarten students consisting of 10 games, namely: (1) animal guessing game, (2) foraging snake game, (3) run cheetah game, (4) seeking animal game, (5) taking animal game, (6) jumping kangaroo game, (7) jumping stork game, (8) rat hole game, (9) fish broom game, and (10) undur-undur game that have been validated by experts and teachers.
Keywords: models, learning, gross motor skills, kindergarten group
Perbandingan keefektifan PBL berseting TGT dan GI ditinjau dari prestasi belajar, kemampuan berpikir kreatif dan toleransi
No full textTujuan penelitian ini adalah untuk mendeskripsikan keefektifan pembelajaran matematika dengan menggunakan Problem Based Learning (PBL) berseting Team Group Tournament (TGT) dan PBL berseting Group Investigation (GI), serta membandingkan keefektifan pembelajaran PBL berseting TGT dan PBL berseting GI ditinjau dari prestasi belajar, kemampuan berpikir kreatif, dan toleransi siswa SMP. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-posttest non-equivalent comparison-group design. Populasi penelitian mencakup seluruh siswa kelas VIII SMP Negeri 1 Sleman Yogyakarta yang terdiri atas tujuh kelas, yang dua kelas sebagai sampel acak. Untuk menguji keefektifan pembelajaran, digunakan uji one sample t-test. Selanjutnya, untuk membandingkan keefektifan pembelajaran, data dianalisis secara multivariat menggunakan uji T2 Hotteling\u27s. Hasil penelitian menunjukkan bahwa pembelajaran matematika menggunakan PBL berseting TGT dan PBL berseting GI efektif ditinjau dari prestasi belajar siswa, kemampuan berpikir kreatif, dan toleransi siswa, dan tidak ada perbedaan antara keduanya.
Kata Kunci: pendekatan PBL berseting TGT, pendekatan PBL berseting GI, prestasi belajar, kemampuan berpikir kreatif, toleransi siswa
The Comparison of the Effectiveness of TGT-Set and GI-Set PBL in Terms of Mathematics Learning Achievement, Creative Thinking Ability and Tolerance
Abstract
This research aimed to describe the effectiveness of teaching mathematics by using the Problem Based Learning (PBL) setting Team Group Tournament (TGT) and PBL with Group Investigation (GI), and as well as compare the effectiveness of PBL setting TGT and PBL setting GI in terms of mathematics learning achievement, creative thinking ability, and tolerance of junior high school students. This research was a quasi-experimental research with pretest-posttest non-equivalent comparison-group design. The research population includes all students of 8th grade SMPN 1 Sleman Yogyakarta which consists of seven classes. From the population, two classes were randomly selected as the research sample. To test the effectiveness, one sample t-test was used. Furthermore, to compare the effectiveness of teaching, the data were analyzed using a multivariate test of the T2 Hotteling\u27s. The results showed that the teaching process of mathematics using the TGT-set and GI-set PBL is effective in terms of mathematics learning achievement, creative thinking ability, and tolerance of junior high school students and there is no difference between the two. Keywords: TGT-set PBL, GI-set PBL, mathematics learning achievement, creative thingking ability, tolerance of student
Pengembangan Perangkat Pembelajaran Menggunakan Pendekatan Saintifik pada Materi Pokok Geometri Ruang SMP
No full textTujuan penelitian ini adalah mengembangkan perangkat pembelajaran menggunakan pendekatan saintifik pada materi pokok geometri ruang SMP yang memenuhi kriteria kualitas: valid, praktis, dan efektif. Penelitian ini adalah penelitian pengembangan menggunakan model pengembangan Four-D terdiri dari empat langkah: (1) pendefinisian, (2) perancangan, (3) pengembangan, dan (4) diseminasi. Teknik analisis data yang digunakan pada penelitian ini merupakan analsis deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa masing-masing produk memenuhi kriteria valid, praktis, dan efektif. Produk memenuhi kriteria kevalidan, ditunjukkan dari persentase penilaian ahli mencapai 100% yang termasuk dalam kategori valid. Produk memenuhi kriteria kepraktisan berdasarkan penilaian oleh guru dan siswa yang termasuk dalam kategori sangat baik. Produk memenuhi kriteria kepraktisan juga berdasarkan persentase keterlaksaan pembelajaran yang melebihi 80%. Produk memenuhi kriteria keefektifan berdasarkan hasil belajar siswa pada kompetensi sikap, pengetahuan, dan keterampilan. Persentase siswa yang mencapai KKM untuk kompetensi sikap, pengetahuan, dan keterampilan melebihi 75%.
Kata Kunci: pengembangan, perangkat pembelajaran, pendekatan saintifik, geometri ruang
Developing Instructional Material Using the Scientific Approach on the Space Geometry Topic for Junior High School
Abstract
The aim of this study is to develop mathematics instructional materials using the scientific approach on the space geometry topic for junior high school that fulfill the quality criteria of validity, practicality, and effectiveness. This research was a research and development study using the Four-D development model with modification consisting of three steps: (1) define, (2) design, (3) develop, and (4) disseminate. The data analysis technique used in this study is a descriptive quantitative and qualitative analysis. The result of the study shows that all of the products are valid, practical, and effective. The product fulfills the validity criterion. It is shown by the percentage of experts appraisal which reaches 100%, that belongs to a valid category. The product fulfills the practicality criterion based on teacher and student assesment to the instructional material, that is in a very good category. The product also fulfills the practicality criterion based on the percentage of teaching implementation. The percentage of teaching implementation exceeded 80%. The product fulfills the effectiveness criterion based on students\u27 learning achievement in attitude, knowledge, and skill competency. The percentage of the students who achieve minimum mastery criteria for attitude, knowledge, and skill competency exceeded 75%.
Keywords: development, instructional material, scientific approach, space geometr
Aplikasi analisis kelas laten untuk mendeteksi karakteristik unik pada konstruk efikasi guru dalam mengajar
No full textPenelitian ini bertujuan untuk mengidentifikasi adanya kelompok-kelompok unik berdasarkan atribut yang terukur pada efikasi mengajar guru untuk memunculkan tipe-tipe unik efikasi guru. Penelitian ini melibatkan 142 guru yang diminta mengisi Skala Efikasi Mengajar. Analisis kelas laten yang dilakukan memunculkan empat tipe guru berdasarkan responsnya. Dua kelas menunjukkan tipe kategori yang berjenjang (efikasi tinggi dan rendah) dan dua kelas menunjukkan kategori unik (efikasi terkait dengan interaksi dengan siswa dan terkait dengan persiapan mengajar). Adanya dua kelas unik tersebut menunjukkan bahwa dimensi-dimensi efikasi guru dalam mengajar tidak bersifat homogen. Ada guru yang dominan pada satu dimensi akan tetapi tidak dominan pada dimensi lainnya. Adanya guru dengan karakteristik unik ini memberikan konsekuensi agar penyusunan alat ukur efikasi diri dan program-program peningkatan efikasi guru dalam mengajar dapat mengakomodasinya.
Kata kunci: efikasi guru dalam mengajar, analisis kelas laten, kategori unik
THE APPLICATION OF LATENT CLASS ANALYSIS TO DETECT THE UNIQUE CHARACTERISTICS ON TEACHERS EFFICACY CONSTRUCTS IN TEACHING
Abstract
This study aims to identify the unique groups based on attributes measured on the efficacy of teachers to bring unique types of teacher efficacy.The research involved a total of 142 teachers who were asked to complete Teaching Efficacy Scale. The results of latent class analysis exhibit four types of teacher\u27s efficacy based on their similarity responses to given measure. Two classes show an ordered category (high efficacy and low teaching category) whereas two classes show a unique category (efficacy related to interaction with students and efficacy related to teaching preparation). The presence of these two unique classes suggests that teacher perceptions of his/her ability in teaching can be viewed as a type of attribute. There are teachers swho have high levels of efficacy in one dimension but tend to be low on other dimensions. The presence of this type has several consequences for the development of teaching efficacy measure, and programs to improve teachers should accommodate this unique type. Keywords: teaching efficacy, latent class analysis, unique categorie