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Correlation between Teacher’s PCK (Pedagogical Content Knowledge) and Student’s Motivation in Primary School in Indonesia Maryani, Ika; Martaningsih, Sri Tutur
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 1: March 2015
Publisher : Institute of Advanced Engineering and Science

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Abstract

Various learning problems occur due to the teachers’ inability in managing the learning process. Teacher’s learning skill is influenced by their understanding in the curriculum components which are including pedagogical knowledge and content knowledge. The aims of this research were to determine: 1) the condition of Pedagogical Content Knowledge (PCK) of primary school teachers; and 2) the relationship between the teacher’s PCK with student’s motivation in learning. The experiment was conducted on teachers and primary school students in Yogyakarta, Indonesia. Teacher samples were taken by purposive sampling technique, whereas the student samples were taken by random sampling technique. The data of students’ motivation were collected through questionnaire, whereas data of PCK obtained from the results of teachers’ competency test in the last 2013. Data were analyzed using Pearson correlation technique. The results showed there is a relationship between teacher’s pedagogical content knowledge with student motivation in learning (p value is 0.000, and r is 0.0907).
Pengaruh Koordinasi Camat Tehadap Keberhasilan Pembangunan di Kecamatan Singkil Kota Manado Maryani, Ika; Rumapea, Patar; Rompas, Sonny
JURNAL ADMINISTRASI PUBLIK Vol 3, No 031 (2015)
Publisher : Sam Ratulangi University

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Abstract: The coordination in the implementation of development carried out by the Head in hiscapacity as head of the administrative area of the District, who was given the task to coordinate theactivities of an operational nature. In conjunction with the coordination function, then Head efforts areundertaken on an ongoing basis can create a good working relationship with a subordinate even toinstitutions / agencies diwilayahnya partners, such as the urban / rural development that support theimplementation. In accordance with the characteristics of the problems examined and the formulationof hypotheses that have been proposed previously, then the relevant quantitative approach to theapplication of the method used descriptive (Nazir 1988; Koentjaraningrat, 1997); and explanatorysurvey (Vredenbreght, 1981). Distribution of respondents as described in Table 3 it can be seen that ofthe 80 respondents were interviewed about the application function camat coordination in theimplementation of the development, there were about 45 or ± 56.3% of respondents stated that theapplication functions camat coordination in the implementation of development in the District Singkilis in the category "medium", 26 respondents or 32.5% were in the category of "high", and theremaining nine respondents, or about 11.3% are in the category of "low". That the application of thecoordination function by Head and success of development (participation, standards of living and selfreliance)in the Regional District of Manado City Singkil can not be achieved optmal.Keywords: Coordination and development success.
Pengaruh Koordinasi Camat Tehadap Keberhasilan Pembangunan di Kecamatan Singkil Kota Manado Maryani, Ika; Rumapea, Patar; Rompas, Sonny
JURNAL ADMINISTRASI PUBLIK Vol 3, No 031 (2015)
Publisher : Sam Ratulangi University

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Abstract

Abstract: The coordination in the implementation of development carried out by the Head in hiscapacity as head of the administrative area of the District, who was given the task to coordinate theactivities of an operational nature. In conjunction with the coordination function, then Head efforts areundertaken on an ongoing basis can create a good working relationship with a subordinate even toinstitutions / agencies diwilayahnya partners, such as the urban / rural development that support theimplementation. In accordance with the characteristics of the problems examined and the formulationof hypotheses that have been proposed previously, then the relevant quantitative approach to theapplication of the method used descriptive (Nazir 1988; Koentjaraningrat, 1997); and explanatorysurvey (Vredenbreght, 1981). Distribution of respondents as described in Table 3 it can be seen that ofthe 80 respondents were interviewed about the application function camat coordination in theimplementation of the development, there were about 45 or ± 56.3% of respondents stated that theapplication functions camat coordination in the implementation of development in the District Singkilis in the category "medium", 26 respondents or 32.5% were in the category of "high", and theremaining nine respondents, or about 11.3% are in the category of "low". That the application of thecoordination function by Head and success of development (participation, standards of living and selfreliance)in the Regional District of Manado City Singkil can not be achieved optmal.Keywords: Coordination and development success.
EVALUASI PELAKSANAAN PROGRAM SEKOLAH ADIWIYATA DITINJAU DARI ASPEK KEGIATAN PARTISIPATIF DI SDN UNGARAN I YOGYAKARTA Maryani, Ika
JP2SD (Jurnal Pemikiran dan Pengembangan Sekolah Dasar) Vol 1, No 3 (2014): APRIL 2014
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universi

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Abstrak: Penelitian ini bertujuan untuk mengevaluasi pelaksanaan program Sekolah Adiwiyata ditinjau dari aspek kegiatan partisipatif dan mengetahui hambatan dalam pelaksanaan program Sekolah Adiwiyata di SDN Ungaran I Yogyakarta. Penelitian ini merupakan penelitian evaluatif menggunakan metode survey. Subjek penelitian adalah kepala Sekolah, tim adiwiyata, komite, guru, dan siswa. Data diperoleh melalui angket, observasi, dokumentasi, dan wawancara. Hasil penelitian menunjukkan bahwa pelaksanaan program sekolah Adiwiyata di SDN Ungaran I Yogyakarta berjalan baik. Hal ini ditunjukkan dengan capaian rerata pada aspek context, input, process, dan product pada penilaian siswa dan guru menunjukkan kriteria sangat tinggi. Hambatan yang muncul antara lain: adanya merger sekolah yang menyebabkan sulitnya manajemen PLH, kurangnya monev terkait kegiatan siswa dan guru dalam PLH, minimnya bahan ajar PLH, kurangnya kesadaran guru untuk melakukan penelitian terkait dengan PLH, serta rotasi guru yang menyebabkan program PLH kurang maksimal.Abstract: This study aimed to evaluate the implementation of the program in terms of aspects Adiwiyata School participatory activities and know the obstacles in the implementation of programs in the School Adiwiyata SDN Unggaran I Yogyakarta. This study is an evaluative research using survey methods. Subjects were school heads, adiwiyata teams, committees, teachers, and students. Data were obtained through questionnaires, observation, documentation, and interviews. The results showed that the implementation of the school program in SDN Unggaran Adiwiyata I Yogyakarta going well. This is indicated by the mean performance on aspects of context, input, process, and product in the assessment of students and teachers showed very high criteria. Barriers that arise include: the presence of the school merger causing difficulty PLH management, lack of monitoring and evaluation related activities of students and teachers in EE, EE lack of teaching materials, lack of awareness of teachers to conduct research related to EE, as well as the rotation of the lead teacher program HLM less than the maximum.Kata Kunci: Adiwiyata, kegiatan partisipatif, deskriptif evaluatif
Peran LPTK dalam Pengembangan Kompetensi Pedagogik Calon Guru Bhakti, Caraka Putra; Maryani, Ika
Jurnal Pendidikan (Teori dan Praktik) Vol 1, No 2 (2016): Volume 1, Nomor 2, September 2016
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

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AbstrakKemajuan suatu bangsa bergantung pada kualitas sumber daya manusianya. Kualitas sumber daya manusia dihasilkan oleh pendidikan yang berkualitas, Menghasilkan pendidikan berkualitas, guru menjadi faktor kunci keberhasilan. Guru merupakan  faktor penentu keberhasilan penyelenggaraan pendidikan. Lembaga Pendidikan Tenaga Kependidikan (LPTK) mengemban tugas menyiapkan guru profesional, pendidik generasi bangsa masa depan. Guru merupakan jabatan profesional yang memberikan layanan ahli dan menuntut persyaratan kemampuan akademik, pedagogis, sosial, maupun profesional. Hasil uji kompetensi guru  pada tahun 2015 menunjukkan kompetensi pedagogis guru rendah menempatkan LPTK sebagai lembaga yang paling bertanggungjawab dengan rendahnya kompetensi yang dimiliki. Diketahui bersama, bahwa guru merupakan produk LPTK, sehingga LPTK adalah lembaga yang lebih bertanggungjawab dengan kondisi tersebut. Masalah ini perlu dijadikan bahan evaluasi bagi LPTK dalam meningkatkan kualitas calon guru. Adapun beberapa rekomendasi perbaikan mutu LPTK adalah 1) perbaikan kurikulum LPTK berbasis KKNI dan SNPT, 2) penguatan sistem pembelajaran yang efektif, 3) Pengembangan model pembelajaran berbasis student center learning, 4) penguatan program magang kependidikan, 5) penguatan pada mata kuliah dasar kependidikan, dan 6) Pengembangan mutu LPTK.                                                                                                                              AbstractThe progress of a nation depends on the quality of human resources. The quality of human resources generated by education quality, Produce quality education, the teacher becomes a factor the key to success. Teachers are the critical success factors education. Education Workforce Education Institutions (LPTK) the task of preparing professional teachers, educators generation the nations future. The teacher is a professional position which gives expert services and demanding requirements of academic skills, pedagogical, socially, and professionally. Test results of competence of teachers in 2015 pedagogical competence of teachers showed low as placing LPTK the institutions most responsible for the lack of competence owned. Known, that the teacher is a product LPTK, so LPTK is more responsible institution with the condition. This issue needs to be used as an evaluation for LPTK in improving the quality of teacher candidates. As for some of the recommendations LPTK quality improvement are 1) improvement of curriculum-based LPTK KKNI and SNPT, 2) strengthening effective learning system, 3) Development of a model-based learning student learning center, 4) strengthening educational internship program, 5) strengthening the courses basic education, and 6) Development LPTK quality.
PELAKSANAAN HIDDEN CURRICULUM PADA MATA PELAJARAN PENDIDIKAN AL-ISLAM DI SD MUHAMMADIYAH WIROBRAJAN I YOGYAKARTA Maryani, Ika; Dewi, Fitria
EDUHUMANIORA: Jurnal Pendidikan Dasar Vol 10, No 1: Januari 2018
Publisher : Universitas Pendidikan Indonesia

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Abstract:. The problem that often arise in the study is the lack of understanding of the hidden curriculum so the teacher does not know the positive impact of the hidden curriculum activity itself, despite the fact that the hidden curriculum activities are often carried out in the learning process. This study was aimed to describe the hidden curriculum implementation strategy on educational subjects of Al-Islam in SD Muhammadiyah I Yogyakarta Wirobrajan academic year 2017/2018. The method used in this research was descriptive qualitative and the  data collection technique used observation, interviews, and documentation. The results showed that the implementation of the hidden curriculum on the educational subjects of Al-Islam had positive habit to students during the learning process by using expository  and inquiry strategy for the achievement of school goals along with the vision and mission of the school established to form Islamic generation, knowledgeable, noble, and cultured.Keywords: Hidden Curriculum, Al-Islam Education Abstrak: Permasalahan yang sering muncul di dalam pembelajaran adalah kurangnya pemahaman guru mengenai hidden curriculum sehingga guru tidak mengetahui dampak positif dari kegiatan hidden curriculum itu sendiri, meskipun pada kenyataannya kegiatan hidden curriculum sering dilaksanakan tanpa disengaja di dalam pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan strategi pelaksanaan hidden curriculum pada mata pelajaran pendidikan Al-Islam di SD Muhammadiyah Wirobrajan I Yogyakarta tahun ajaran 2017/2018. Metode yang digunakan dalam penelitian ini yaitu deskriptif kualitatif melalui teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pelaksanaan hidden curriculum pada mata pelajaran pendidikan Al-Islam sudah baik memberikan pembiasaan yang positif kepada siswa pada saat pembelajaran berlangsung dengan menggunakan srategi ekspositori dan inquiry demi tercapainya tujuan sekolah serta visi misi sekolah yang sudah ditetapkan yaitu terbentuknya  generasi islami, berilmu, berakhlak mulia, dan berbudaya.Kata Kunci: Hidden Curriculum, Pendidikan Al-Islam
Primary School Teachers’ Perception About Curriculum 2013 Assessment System Maryani, Ika; Martaningsih, Sri Tutur
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 7 No 2 (2017)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

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Abstract

The research is intended to find out: 1)the level of primary school teacher understanding of Curriculum 2013, 2). The level of teacher understanding on the authentic assessment, 3)The difficulties faced by the teacher when doing authentic assessment, and 4)The effort of the teacher to solve those difficulties. In collecting the data, the researcher used questionnaires and interviews to the primary school teachers in Yogyakarta, then analyzed the data using statistic descriptive analysis technique. The results of this research showed that: a) most of the teachers didn’t understand the Curriculum 2013, yet they were not given any training before; b) teachers’ understanding in authentic assessment system were low; c) the teacher were lack of the ability to define the  competence, indicators, learning objectives, and also arranging of assessment instrument and final report, d) the teacher effort to solve those difficulties were by joining the training peer discussion, and mentoring by Education Department as well as to the higher education institution.
School environment role towards elementary school students’ moral and cultural literacy Maryani, Ika; Prawestri, Ianah Hasnatul; Sulisworo, Dwi; Urbayatun, Siti; Suyatno, Suyatno; Bhakti, Caraka Putra
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Institute of Advanced Engineering and Science

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This study aims to determine the role of the school environment on moral and cultural literacy of elementary school students. This is descriptive qualitative research. Data collection techniques are observation, interviews, questionnaire, and documentation. Data analysis techniques are data reduction, data presentation, and conclusions. Data validity using triangulation. Triangulation is to ensure the data validity that takes into consideration aspects of credibility, transferability, dependability, and confirmability. The subjects are 3 teachers and 27 students of 4th, 5th and 6th grade in Muhammadiyah School of Sleman Regency. The results of this study are (1) teachers-students’ relationships have role to foster the character of honesty, fairness, caring, and teachers as role model for students; (2) students-students’ relationships also have role to habituate good behavior to students; (3) school discipline contributes to the students’ moral and cultural formation such as self-awareness, honesty, justice, responsibility, obedience to the rules, good commitment and unfazed by the changing era; (4) these learning implements have role in self-awareness, responsibility and care, because the teaching implements provided by the teachers becomes the students’ responsibility.
Training Based on the Participants’ Activeness to Improve Teachers’ Understanding toward Authentic Assessment in Elementary School Maryani, Ika; Martaningsiha, Sri Tutur; Fatmawati, Laila
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Problems that occur in the implementation of 2013 Curriculum is the lack of understanding in the learning process assessment and learning outcomes. The concept of thorough learning takes longer time, it also requires teachers understanding to the ability of the student individually. Teachers also do not fully understand the concept of authentic and continuous assessment. The aim of this study is to improve the classroom teachers? understanding toward authentic assessment with training model based on participants? activeness. This research used Classroom Action Research approach with two cycles. The techniques of collecting data are questionnaires (self-assessment), interviews, and portfolios. The data were analyzed using triangulation with consideration to the three types of data. The result showed an improvement in the teachers' understanding on authentic assessment. This is indicated by the improvement of the average from pretest to posttest in the cycle 1 is 9.25 and cycle 1 to cycle 2 is 13.19.
The development of science comic to improve student’s understanding in elementary school Maryani, Ika; Amalia, Luluk
Jurnal Inovasi Pendidikan IPA Vol 4, No 1: April 2018
Publisher : Program Pascasarjana, Universitas Negeri Yogyakarta (UNY)

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This study aims to: (1) understand the steps of science comic development for grade V elementary school students, (2) understand the feasibility of comic science from learning aspect, materials aspect, and instructional media aspect, (3) understand the effectiveness of science comics to increase students understanding in elementary school. This is a research and development by using ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Product validation tests are carried out by material experts, learning experts, media experts, teacher response, and students respond. Product implementation is conducted on the grade V students of Muhammadiyah Ngijon 1 elementary school. Data collection is used questionnaire and test. The results showed that the assessment from media experts is 81.25 (high feasibility); from the science, material expert is 85.00 (high feasibility); from learning experts is 93.18 (high feasibility). Teachers and students in the small group obtained a value of 97.50 (high feasibility) and in large group trials obtained a value of 94.58 (high feasibility). The effectiveness of science comic is tested by  Wilcoxon signed test and the result of Z value at -3.903 on the asimp significance of 0.000 on two-tailed test. The tets result show that the significance value is smaller than alpha (0.05); then it can be concluded that "Ho is rejected and Ha accepted". It means that there are differences in students understanding of pre-test and post-test in science learning, so it can be concluded that science comis is effective to improve the understanding