ANALISIS KESULITAN YANG DIHADAPI OLEH GURU DAN PESERTA DIDIK SEKOLAH MENENGAH PERTAMA DALAM IMPLEMENTASI KURIKULUM 2013 PADA MATA PELAJARAN MATEMATIKA (Studi Kasus Eks-Karesidenan Madiun)

Krisdiana, Ika; Apriandi, Davi; Setiansyah, Reza Kusuma

doi:10.25273/jipm.v3i1.492

Cited by 21 publications

(23 citation statements)

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“…Then the research conducted by Bagus Prasetyo and Winarno Dwi Rahardjo (2015) said that the implementation of the 2013 curriculum was not optimal [15]. Similarly, the findings of Ika Krisdiana, Davi Apriandi, and Reza Kusuma show that the greatest difficulty level of teachers in solving mathematical problems is 40% of teachers lack understanding about the objectives of the 2013 curriculum and scientific approach, 50% of mathematics teachers have difficulty in designing learning that emphasizes observation and experiment [16]. The thinking paradigm built in this paper is presented in Figure 1 below.…”

Section: Methodsmentioning

confidence: 99%

Analysis of the Difficulties of Vocational High School Teachers in Mechanical Engineering Program in Implementing 2013 Curriculum in Medan City

Silaban¹,

Simanjuntak²,

Panjaitan³

et al. 2019

Proceedings of the Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2

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This study aims to: (1) describe the level of difficulty of the teacher in planning, implementing and evaluating mechanical engineering learning; and (2) knowing what dimensions are most difficult for teachers in mechanical engineering learning. This research is a descriptive study with a quantitative approach. The population of this study were all mechanical engineering SMK teachers in the city of Medan, amounting to 36 people. Data collection techniques used are questionnaires. The data analysis technique used is statistical-descriptive analysis. Based on the results of the study showed that: (1) The level of difficulty of the teacher in the main task and function of the teacher generally included in the category of not difficult that is equal to 80.55%. However, there are still some teachers in the very difficult category, which is 5.56%. (2) the teacher in carrying out the stages of planning, implementing and assessing authentic learning falls into the category of not difficult. (3) the dimension that is most difficult for teachers in learning is the authentic assessment dimension; and (4) male teachers and non-government employees have more difficulty in carrying out authentic planning and assessment stages in the 2013 Curriculum.

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Section: Methodsmentioning

confidence: 99%

Analysis of the Difficulties of Vocational High School Teachers in Mechanical Engineering Program in Implementing 2013 Curriculum in Medan City

Silaban¹,

Simanjuntak²,

Panjaitan³

et al. 2019

Proceedings of the Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2

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“…Pemanfaatan teknologi dalam pembelajaran sangat dianjurkan bagi guru dalam rangka melaksanakan kurikulum 2013 (Krisdiana, Apriandi, & Setiansyah, 2014). Dalam kurikulum 2013, TIK bukan sebagai mata pelajaran khusus akan tetapi mengintegrasikan TIK dalam setiap proses pembelajarannya (Irfan, 2015;Riyana, 2007).…”

Section: Pendahuluanunclassified

Pemanfaatan Videoscribe Dalam Peningkatan Kompetensi Guru

2021

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The learning media used by teachers are still relatively simple, such as student worksheets and student books published by the Ministry of Education and Culture and PowerPoint and learning videos that are already on YouTube. Not yet found a teacher who uses VideoScribe and PowerPoint-based multimedia. The majority of PowerPoints are only used as a media presentation with simple features. Learning with the media used by teachers is still not too exciting for students' attention. Students assume that the learning media used by teachers have nothing new that makes students interested in understanding the subject matter. The impact that occurs is the lack of interest, motivation, and enthusiasm of students in participating in learning; consequently, student learning achievement is still below the KKM. The solution to the problem offered is related to the existing problem is the implementation of training activities and mentoring the development of learning media based on Sparkol VideoScribe for Muhammadiyah 4 Yogyakarta Middle School teachers. The effectiveness of this training was measured by the effectiveness questionnaire and the number of teachers who can use VideoScribe.

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“…Salah satu Solusinya adalah dengan menggunakan model pembelajaran. Guru harus memperbaharui model atau metode pembelajaran yang merupakan teknik penyajian pelajaran atau strategi pembelajaran, yakni cara-cara mengajar yang dipergunakan oleh guru atau instruktur, atau sebagai teknik penyajian yang dikuasai guru untuk mengajar atau menyajikan bahan pelajaran kepada siswa didalam kelas (Krisdiana et al, 2014), agar pelajaran tersebut dapat lebih mudah ditangkap, dipahami dan digunakan oleh siswa dengan baik serta menumbuhkan semangat kemandirian belajar.…”

Section: Pendahuluanunclassified

Pengaruh Model Pembelajaran Dan Adversity Quotient Terhadap Kemampuan Koneksi Matematika

Azizah¹

2020

japendi

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Tujuan umum dari penelitian ini adalah menganalisa pengaruh model pembelajaran dan adversity quotient siswa terhadap kemampuan koneksi matematika pada SMA Negeri di Kota Tangerang. Metode penelitian yang digunakan adalah metode eksperimen dengan menggunakan teknik ANOVA Dua Arah. Jumlah sampel 80 siswa SMA Negeri di Kota Tangerang yang dibagi 2 kelompok yaitu 40 siswa kelompok eksperimen dan 40 siswa kelompok kontrol. Teknik pengambilan sampel dilakukan dengan teknik random sampling dan perhitungannya dengan bantuan SPSS 20. Hasil dari penelitian ini adalah 1) Terdapat pengaruh yang signifikan model pembelajaran terhadap kemampuan koneksi matematika siswa SMA Negeri di Kota Tangerang, hal ini dibuktikan dengan sig = 0,000 < 0,05 dan Fhit = 71,396. Berdasarkan nilai rata-rata dapat diketahui bahwa kemampuan koneksi matematika pada model pembelajaran brain based learning metode discovery lebih tinggi dibandingkan kemampuan koneksi matematika pada model pembelajaran langsung metode ekspositori. 2) Terdapat pengaruh yang signifikan adversity quotient terhadap kemampuan koneksi matematika siswa SMA Negeri di Kota Tangerang, hal ini dibuktikan dengan sig = 0,000 < 0,05 dan Fhit = 141,869. Berdasarkan nilai rata-rata dapat diketahui bahwa kemampuan koneksi matematika pada siswa yang memiliki adversity quotient tinggi lebih tinggi dibandingkan kemampuan koneksi matematika pada siswa yang memiliki adversity quotient rendah. 3) Terdapat pengaruh innteraktif yang signifikan model pembelajaran dan adversity quotient terhadap kemampuan koneksi matematika siswa SMA Negeri di Kota Tangerang, hal ini dibuktikan dengan sig = 0,001 < 0,05 dan Fhit = 12,987. Implikasi penelitian menemukan secara model pembelajaran brain based learning dan adversity quotient siswa dapat mempengaruhi kemampuan koneksi matematika siswa dan ditemukan interaksi antara model pembelajarn brain based learning dan adversity quotient terhadap kemampuan koneksi matematika siswa.

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ANALISIS KESULITAN YANG DIHADAPI OLEH GURU DAN PESERTA DIDIK SEKOLAH MENENGAH PERTAMA DALAM IMPLEMENTASI KURIKULUM 2013 PADA MATA PELAJARAN MATEMATIKA (Studi Kasus Eks-Karesidenan Madiun)

Cited by 21 publications

References 0 publications

Analysis of the Difficulties of Vocational High School Teachers in Mechanical Engineering Program in Implementing 2013 Curriculum in Medan City

Analysis of the Difficulties of Vocational High School Teachers in Mechanical Engineering Program in Implementing 2013 Curriculum in Medan City

Pemanfaatan Videoscribe Dalam Peningkatan Kompetensi Guru

Pengaruh Model Pembelajaran Dan Adversity Quotient Terhadap Kemampuan Koneksi Matematika

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