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PENGEMBANGAN MODEL PELATIHAN PERMAINAN TRADISIONAL EDUKATIF BERBASIS POTENSI LOKAL DALAM MENINGKATKAN KEMAMPUAN DAN KETERAMPILAN ORANG TUA ANAK USIA DINI DI PAUD KOTA GORONTALO.

Jurnal Penelitian Pendidikan Vol 8, No 1, 2011
Publisher : Jurnal Penelitian Pendidikan

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Abstract

This study aims to find a training model of the traditional educational game based local potential that can increase knowledge and skills of parents in the implementation of early childhood play activities to develop a training model of the traditional educational games based on local potentials which focuses on aspects of knowledge and skills of parents, so as to increase the knowledge and ski lls to be able to do education through play activities in early childhood. Data were analyzed using quantitative techniques with statistical parametric t test for independent samples and two qualitative techniques by describing the empirical data from preliminary studies. The results showed that the traditional game development training model based on local potential educative basically include: to profile the ability and skills of parents of early childhood; developing a conceptual model of the traditional game-based training of local potential from the start: the planning, implementation, evaluation and reflection on this research; implementation of the training model of traditional educational game based local potential shows that 15.72%, increase knowledge and skills of parents of early childhood as the influence of "powerful" of the implementation of the training model was developed based on the results ofthe analysis of the significance test , it can be concluded that the training model proved effective in improving the capabilities and skills of parents of young children. Keywords: professional competence and humanistic approach

PANJANG TES, GAYA KOGNITIF, DAN HASIL BELAJAR IPS PESERTA DIDIK PAKET B

Jurnal Ilmu Pendidikan Vol 21, No 1 (2015): (Available for free access and download since June 1, 2015)
Publisher : Universitas Negeri Malang

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Abstract

Abstract: The Effect of Number of Test Items and Cognitive Styles on the Learning Outcomes of Social Science. This experimental study measures the effect of test length (many test items vs. few test items) and learners cognitive styles (field-independent vs. field-dependent) on the learning outcomes of social science. The 2 x 2 factorial design utilized shows that learners taking the test with a small number of items performed better than those taking the test with a large number of items. The field-independent learners scored higher than the field-dependent ones. The significant interaction between test length, cog­nitive styles, and learning outcomes in Social Science suggests that learners having field-independent cog­nitive style tend to achieve higher learning outcomes in tests with many items, whereas learners having field-dependent cognitive style show higher learning outcomes in tests with few items.Keywords: test length, cognitive styles, learning outcomes, social scienceAbstrak: Panjang Tes, Gaya Kognitif, dan Hasil Belajar IPS Peserta Didik Paket B. Penelitian ini bertujuan untuk mengukur pengaruh panjang tes (jumlah butir soal banyak dan jumlah butir soal sedikit) dan gaya kognitif peserta didik (field-independent dan field-dependent) terhadap hasil belajar peserta didik mata pelajaran IPS. Penelitian ini menggunakan metode eksperimen dalam disain faktorial Anava 2 x 2. Hasil penelitian menunjukkan bahwa hasil belajar peserta didik yang mengikuti tes dengan jumlah butir soal sedikit lebih tinggi daripada hasil belajar peserta didik yang mengikuti tes dengan jumlah butir soal banyak. Peserta didik bergaya kognitif field-independent memperoleh hasil belajar yang lebih tinggi dibandingkan dengan peserta didik bergaya kognitif field-dependent. Di samping itu, terdapat pengaruh interaksi antara panjang tes dan gaya kognitif terhadap hasil belajar peserta didik pada mata pelajaran IPS. Peserta didik bergaya kognitif field-independent memperoleh hasil belajar lebih tinggi pada tes dengan jumlah butir soal banyak, sedang peserta didik bergaya kognitif field-dependent memperoleh hasil belajar lebih tinggi pada tes dengan jumlah butir soal sedikit.Kata kunci: hasil belajar, panjang tes dan gaya kognitif