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Perspektif Ilmu Pendidikan
Perspektif Ilmu Pendidikan published by Fakultas Ilmu Pendidikan Universitas Negeri Jakarta. Perspektif Ilmu Pendidikan contained results of the research which focused about education from practitioners, academics, researchers, and education observers.
Articles
217
Articles
PERBEDAAN MOTIVASI BERPRESTASI SISWA KELAS IV, V, DAN VI SEKOLAH DASAR

Astuti, Puji

Perspektif Ilmu Pendidikan Vol 32 No 2 (2018): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

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Abstract

One of the successes of students in education is shown by their academic achievements. This is what students do not have to always improve their achievement motivation. Achievement motivation possessed by someone ideally always progresses so that it will accelerate what is desired. The purpose of the study was to find out the difference in the average achievement motivation of grade IV, V, and VI students of Sekolah Dasar Negeri Sumber Rahayu OKU Timur in 2017. The research design used a quantitative approach. Data collection uses observation and questionnaire guidelines to obtain primary and secondary data. Data analysis techniques using independent sample t-test and ANOVA (One-Way ANOVA). This research was conducted on November 13, 2017 until January 06, 2018 in Sumber Rahayu OKU Timur Elementary School. The results of the study found that if there were differences in the average score of achievement motivation for grade IV, V, and VI students of Sekolah Dasar Negeri Sumber Rahayu OKU Timur in 2017. For that reason, teachers should pay more attention to their interests and talents so that students can continue to improve their motivation to continue achieving, more knowing how to make learning in class more interesting and fun so students are more motivated to take part in learning.   References Dimyati & Mudjiono. (2009). Belajar dan pembelajaran. Jakarta: PT. Rineka Cipta. Djamarah, S. (2002). Prestasi belajar dan kompetensi guru. Jakarta: Usaha Nasional. Hamzah, B.U. (2008). Teori motivasi dan pengukurannya. Jakarta: Bumi Aksara. Hawadi, R. A. (2001). Psikologi perkembangan anak: Mengenal sifat, bakat, dan kemampuan anak. Jakarta: PT Grasindo. Moore, L. L., Grabsch, D. K., & Rotter, C. (2010). Using achievement motivation theory to explain student participation in a residential leadership learning community. Journal of Leadership Education, 9(2), 22-34. http://www.journalofleadershiped.org/index.php/issues/vol-9-iss-2/157-using-achievement-motivation-theory-to-explain-student-participation-in-a-residential-leadership-learning-community Mulyasa. E. (2008). Standar kompetensi dan sertifikasi guru. Bandung: Rosdakarya. Setyowati, L. (2016). Analisis motivasi berprestasi siswa kelas V SD Negeri Slerok 4 Kota Tegal. Tesis. Semarang: Universitas Negeri Semarang. Simanjuntak, W. (2013). Faktor-faktor yang mempengaruhi prestasi belajar. Kompasiana. Diakses dari http://www.kompasiana.com/wantisimanjuntak/faktor-faktor-yang-mempengaruhi-prestasi-belajar_552e34eb6ea 83482208b456d pada tanggal 2 Mei 2018. Singh, P., & Singh, N. (2013). Difficulties in emotion regulation: A barrier to academic motivation and performance. Journal of the Indian Academy of Applied Psychology, 39(2), 289-297. http://jiaap.org/Sample.aspx?Sub=JIAAP%20July%202013 Sugiyono. (2013). Metodologi penelitian pendidikan. Bandung: Alfabeta. Sujarwo. (2011). Pengaruh strategi pembelajaran inkuiri terbimbing dan ekspositori terhadap hasil belajar sosiologi pada siswa SMA yang memiliki tingkat motivasi berprestasi dan kreativitas berbeda. Disertasi tidak diterbitkan. Malang: Program Pascasarjana Universitas Negeri Malang. Syamsuddin & Nandang. B. (2003). Profesi keguruan 2. Jakarta: PT. Rineka Cipta. Taiyeb, A. M., Bahri, A., & Razak, R. B. (2012). Analisis motivasi berprestasi siswa SMAN 8 Makassar dalam belajar biologi. Jurnal Bionature, 13(2), 77-83. http://ojs.unm.ac.id/bionature/article/view/1430

ANALISIS FAKTOR-FAKTOR YANG MEMENGARUHI PRESTASI MAHASISWA DI PERGURUAN TINGGI

Pratama, Rahardian Okta, Kartika, Lindawati, Sayekti, Andita

Perspektif Ilmu Pendidikan Vol 32 No 2 (2018): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

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Abstract

IPB is consistently becoming the Top 4 Best Universities based on the result of The Ministry of Research and Higher-Education Assessment Score for three years. Meanwhile, IPB still has the lowest assessment score on student affairs among other three universities. One of the significant components is the student achievements. This research aim (1) to identify the characteristics of the excellent students, (2) to analyze the perceptions about factors that significantly affect student achievement and student achievement itself, (3) to analyze the factors that significantly affect student achievement and student achievement itself, (4) to determine the result of Net Promoter Score of alumni to IPB. This research focused on a case of Department of Management Alumni Graduates of 2009 - 2013 FEM IPB that was conducted in Bogor Agricultural University from January to April 2018. This research used both primary and secondary data. The data analysis of this research was conducted by descriptive analysis, SEM-PLS, and Net Promoter Score. This research resulted that the environmental, physiological, psychological and instrumental factors had a t-statistic as orderly followed by 2.053, 2.031, 2.701, 0.033, whereas these factors were concluded to significantly affect the students` achievement.   References BAN-PT. (2008). Naskah akademik akreditasi program studi sarjana. Jakarta: Kemenag. Ditmawa. (2017). Panduan mahasiswa berprestasi Institut Pertanian Bogor. Bogor: Direktorat Kemahasiswaan IPB. Ghozali, I. (2014). Structural equation modeling metode alternatif dengan partial least square (PLS). Semarang: Badan Penerbit UNDIP. Kemenristekdikti. (2017). Pedoman pemilihan mahasiswa berprestasi program sarjana. Jakarta: KementerianRiset dan Pendidikan Tinggi Indonesia. Lemeshow, S., Hosmer, DW., Klarr, J., & Lwanga, S.K. (1990). Adequacy of sample size. Chichester: John Wiley & Sons Ltd. Mailhot, B., & Feeney, S.L. (2017). Perceived parental involvement and academic achievment of college students: The mediating role of academic self-concept. North American Journal of Psychology, 19(3), 685-708. Mirnawati, L. B., & Pribowo, F. S. (2017). Penerapan model pembelajaran SAVI untuk meningkatkan kemampuan berbicara mahasiswa PGSD FKIP Universitas Muhammadiyah Surabaya. Jurnal Pendidikan dan Pembelajaran Sekolah Dasar, 1(2), 144-152. Parma, G. P. (2014). Softskill development sebagai konsep dalam kegiatan pengembangan program kemahasiswaan (studi pemetaan dan analisis program kemahasiswaan fakultas ekonomi dan bisnis). Seminar Nasional Riset Inovatif, 2, 285-292. Purba, M. (2009). Analisis pengaruh kualitas pelayanan terhadap prestasi akademik mahasiswa perguruan tinggi X. Skripsi. Bogor: Institut Pertanian Bogor. Purwanto, N. (2013). Psikologi pendidikan. Bandung: Remaja Rosdakarya. Putri, K. P. (2014). Analisis faktor eksternal dan internal yang memengaruhi prestasi mahasiswa (studi kasus alumni program sarjana manajemen FEM IPB. Skripsi. Bogor: Institut Pertanian Bogor. Monkey, S. (2017). Mengenal net promoter score. Diakses dari https://www.surveymonkey .com/ mp/mengenal-net-promoter-score pada tanggal 1 November 2017. Tambunan, H. (2011). Desain dan pengembangan model pembelajaran berbasis softskill. Jurnal Pendidikan Teknologi dan Kejuruan. 13(1), 8-14.

THE EFFECTS OF INSTRUCTIONAL METHOD AND LEARNING RESOURCES TOWARDS STUDENTS’ SPEAKING SKILL

Syahyuri, Syahyuri, Riyanto, Riyanto, S, Vienna Artina

Perspektif Ilmu Pendidikan Vol 32 No 2 (2018): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

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Abstract

Speaking skill is affected by two factors, the internal and external factors. The two external factors are instructional methods and learning resources. The complete and incomplete learning resources will surely affect the instructional process. As well as with instructional methods, it will affect the achievement of learning objectives. This research is aimed to get the empirical data and to find out the effect of instructional method and learning resources towards students’ speaking skill at state senior high schools in Bekasi. The research was conducted at SMA Negeri 1 and SMA Negeri 2 Sukatani-Bekasi. The total sample of this research is 40 students. The experiment was done from 17 Juli – 02 December in 2017. The technique of collecting data of instructional method and learning resources used questionnaires. Otherwise, the speaking skill was acquired from the test. The result of the research identifies there is the significant effect of instructional method and learning resources towards students speaking skill. Thus, the schools and the government should increasingly work hard in fulfillment of the completeness of learning resources and using an appropriate instructional method for the achievement of learning objectives.   References Abdullah, M. (2013). Students’ speaking ability through community language learning. ELITE: English and Literature Journal, 1(1), 97-125. http://journal.uin-alauddin.ac.id/index.php/elite/article/view/3353/3167 Brown, H. D. (2004). Language assessment, principle, and classroom practice: Fourth edition. New York: Pearson Education, Inc. Cameron, L. (2001). Teaching language to young learners. Cambridge: Cambridge University Press. Chaney, A. L., & Burk, T. L. (1998). Teaching oral communication in grades K-8. Boston: Allyn and Bacon. Hughes, D. (2007). Public speaking. Jakarta: Gramedia Widiasarana. Keown, M. P. (1976). Reading a basic guide for parents and teacher. Singapore: Routledgeand Kegan Paul Ltd. Masbiran, G. & Fauzi, A. (2017). Speaking skill in using community language learning (CLL). IJIELT, 3(2), 198-205. doi: http://dx.doi.org/10.24014/ijielt.v3i2.4844 Muhroji, dkk. (2004). Fasilitas belajar mengajar. Jakarta: Rineka Cipta. Nurhayati & Mufliharsi, R. (2016). Perencanaan dan pengajaran bahasa Inggris. Jakarta: UNINDRA PRESS. Nurmalia, E. (2010). Pengaruh fasilitas dan lingkungan belajar terhadap prestasi belajar siswa kelas XI IPS MAN Malang 1. Skripsi tidak diterbitkan. Malang: Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang. Richards J.C., & Rodgers. (1986). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Sudjana. (1996). Metode statistika. Bandung: Tarsito. Setiyadi, B. (2006). Teaching english as foreign language. Yogyakarta: Graha Ilmu.

PENERAPAN TEKNOLOGI PENDIDIKAN DI LEMBAGA PERSEKOLAHAN

Suprayekti, Suprayekti, Hanum, Fathia Fairuza

Perspektif Ilmu Pendidikan Vol 32 No 2 (2018): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

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Abstract

Educational technology as applied science that changes the definition over time makes the study area and contribution of Educational Technology in the education system at Indonesia also changed. This study is to identify the implementation of Educational Technology areas that have been applied in school institutions at elementary school, so in the future undergraduate researchers can do further research. This study is a descriptive research and has a survey method. The purpose of this study is identifying the implementation of Educational Technology areas that have been applied in elementary school institutions consisting of the area of creating, using, managing and evaluation. This study conducted at SDN Tegal Alur 09 From August to October 2017. To collect the data, this study used a questionnaire sheet, an interview sheet, and documentation. The result of this study has two types data, first, in quantitave data all of Educational Technology areas have been applied in school institution, but only three areas, which get a very good score, meanwhile creating the area get a low score. Second, in descriptive analysis data, there are some indicators of creating the area that haven’t been applied yet, but on the other hand, some indicators in all of areas that have been applied still in the simple and restricted form. Based on the result, educational technology as the study and ethical practice to facilitate learning needs to be introduced closer to the school institutions, because school institution still doesn’t know the existence of educational technology and its areas.   References Arikunto, S. (2006). Prosedur penelitian suatu pendekatan praktik edisi revisi V. Jakarta: Rineka Cipta. Januszweski, A., & Michael, M. (2008). Educational technology: A definition with commentary. New York: Lawrence Erlbaum Association. Khoirunnisa, R. (2016). Pemanfaataan media pembelajaran montessori dalam pembelajaran pembendaharaan kata di Sekolah Bulan Bintang Islamic Montessori Preschool. Skripsi tidak diterbitkan. Jakarta: Universitas Negeri Jakarta. Miarso, Y. (2004). Menyemai benih teknologi pendidikan. Jakarta: Pustekkom bekerjasama dengan Kencana. Rosfita, I. (2017). Penerapan metode pembelajaran karyawisata pada mata pelajaran sejarah bagi siswa SMPHomeschooling Prigama Jakarta. Skripsi tidak diterbitkan. Jakarta: Universitas Negeri Jakarta. Seels, B.B., & Rita, C. R. (1994). Teknologi pembelajaran definisi dan kawasannya (terjemahan). Jakarta: Universitas Negeri Jakarta. Selywn, N. (2011) . Educational and technology: Key issues and debates. London & New York: Continuum. Sugiyono. (2010). Statistika untuk penelitian. Bandung: Alfabeta. Undang-Undang Dasar Nomor 20 Tahun 2003 tentang sistem pendidikan nasional. Warsita, B. (2008). Teknologi pembelajaran landasan & aplikasinya. Jakarta: Rineka Cipta.

KEEFEKTIFAN KONSELING KELOMPOK RATIONAL EMOTIVE BEHAVIOR UNTUK MENINGKATKAN SELF ESTEEM SISWA SMA

Khoiriyah, Khoiriyah, Habsy, Bakhrudin All

Perspektif Ilmu Pendidikan Vol 32 No 2 (2018): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

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Abstract

Self-esteem is an individual assessment that leads to self-evaluation of the results achieved, which are influenced by attitudes, interactions, rewards, and acceptance of others towards the individual. To measure self-esteem in this study using a questionnaire of self-esteem that has a value of total item validity with an R-value of 0.220, and reliability of 0.945, it can be concluded that the questionnaire is reliable and feasible to use as a research instrument. This study aims to determine the effectiveness of the rational emotive behavior group counseling to improve self-esteem of high-school students. This type of research is quantitative with the design of Experiment Pretest and Posttest Control Group Design. Data were analyzed by two nonparametric statistical test`s Independent Mann-Whitney U Sample Test. The results of the hypothesis obtained by the Z value of -2.120 and Asymp numbers. Sig. (2-tailed) which is 0.034, which meant it is smaller than the real level (α / 2 = 0.05), then Ho is rejected, meaning that the counseling of rational emotive behavior groups is effective to improve self-esteem of high-school students. The research was carried out starting from February to July 2018, which took place at SMA Negeri 1 Kutorejo. Based on the results of the research, researchers give suggestions for (1) teacher of Counseling Guidance could apply this rational emotive behavior group counseling as an alternative strategy to improve students’ self-esteem; (2) furthermore, researcher could apply rational emotive behavior counseling on the other psychological aspects or using different techniques for group counseling, so they could learn new knowledge.   References Coopersmith, S. (1967). Antecedents of self esteem. San Fransisco: W.H. Freeman and Company. Corey, G. (2013). Teori dan praktik konseling dan psikoterapi. Bandung: PT Refika Aditama. Geldrad, K., & Geldrad, D. (2011). Konseling keluarga. Yogyakarta: Pustaka Pelajar. Habsy. (2014). Keefektifan konseling kelompok untuk meningkatkan harga diri siswa SMK. Tesis tidak diterbitkan. Malang: PPs UM. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling Indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: Sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi: https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi: http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hasibuan, R.L. & Wulandari, L.H. (2016). Efektivitas rational emotive behavior therapy (REBT) untuk meningkatkan self esteem pada siswa SMP korban bullying. Jurnal Psikologi, 11, 103-110. Ikbal, M. & Nurjannah, N. (2016). Meningkatkan self esteem dengan menggunakan pendekatan rational emotive behavior therapy pada peserta didik kelas VIII di SMP Muhammadiyah Jati Agung Lampung Selatan tahun pelajaran 2015/2016. Jurnal Bimbingan dan Konseling, 3(1), 33-46. doi: http://dx.doi.org/10.24042/kons.v3i1.556 Jones, N. (2011). Teori dan praktik konseling dan terapi. Yogyakarta: Pustaka Pelajar. Kumalasari, G., Eka, W., & Karsih. (2011). Teori dan teknik konseling. Jakarta: PT Indeks. Maynawati, A. F. R. (2012). Penanganan kasus low self-esteem dalam berinteraksi sosial melalui konseling rational emotif teknik reframing. Indonesian Journal of Guidance and Counseling: Theory and Application, 1(1). 15-22. Nursalim, M., & Suradi, S. A. (2002). Layanan bimbingan dan konseling. Surabaya: UNESA University Press. Sari, E. K. W., & Soejanto, L. T. (2016). Keefektifan konseling kelompok REBT untuk meningkatkan self esteem mahasiswa. JKI (Jurnal Konseling Indonesia), 1(2), 101-106. http://ejournal.unikama.ac.id/index.php/JKI/article/view/1622 Suhron, M. (2016). Asuhan keperawatan konsep diri: Self esteem. Ponorogo: UMPO Press. Sukmadinata, N. S. (2003). Landasan psikologi proses pendidikan. Bandung: Remaja Rosdakarya. Young, G. G. (2012). Membaca kepribadian orang. Yogyakarta: Diva Press.

KEEFEKTIFAN KONSELING RATIONAL EMOTIVE BEHAVIOR UNTUK MEREDUKSI PERILAKU MENYONTEK SISWA SMA

Hartono, Hartono

Perspektif Ilmu Pendidikan Vol 32 No 2 (2018): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

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Abstract

This study aims to apply rational emotive behavior counseling as an effort to reduce cheating behavior of high school students. The design of this study was conducted using a quasi experimental method approach with a pretest-posttest non-equivalent control group design research design. Data analysis techniques using Wilcoxon mached-pairs signed test, with the Asymp.Sig (2-Tailed) 0.028 <0.05, which shows a significant difference. The Z test value is -0.730 with the Asymp.Sig (2-Tailed) number 0.466, because of the Asymp.Sig (2-Tailed) value> 0.05, it can be concluded that there is no significant difference between the posttest value and the experimental group value with the control group, Ho is rejected and Ha is accepted which means that rational emotive behavior counseling is effective in reducing student cheating behavior. The study was carried out starting from January to March 2018, which took place at Darul Hikmah High School. Based on the results of the study, the researchers proposed several suggestions, among others (1) BK teachers, counseling rational emotive behavior can be applied by BK teachers to reduce student cheating behavior practically and can be easily applied; (2) for researchers furthermore, this research uses the pretest and posttest control group design research models, for the next researcher can use other research designs such as action research in BK, or other experimental research.   References Andrestia, M. (2010). Pengaruh locus of control goal orientation terhadap cheating mahasiwa Fakultas Psikologi UIN Syarif Hidayatullah Jakarta. Skripsi. Jakarta: UIN Syarif Hidayatullah Jakarta. Anitasari, L. (2012). Hubungan stres dan perilaku merokok pada remaja. Skripsi. Malang: Universitas Negeri Malang. Arabzadeh, S., Ameli, N., Zeinoddini, A., Rezaei, F., Farokhnia, M., Mohammadinejad, P., Ghaleiha, A., & Akhondzadeh, S. (2015). Celecoxib adjunctive therapy for acute bipolar mania: A randomized, double-blind, placebo-controlled trial. Bipolar Disorders, 17(6), 606-614. doi:https://doi.org/10.1111/bdi.12324 Bond, F. W., & Dryden, W. (1996). Why two central REBT hypotheses appear untestable. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 14(1), 29-40. Corey, G. (2015). Theory and practice of counseling and psychotherapy. Canada: Nelson Education. Corey, G. (2012). Case approach to counseling and psychotherapy. Canada: Nelson Education. Dessy, D. A., Suranata, K. S., & Setuti, N. M. (2013). Penerapan konseling rasional emotif dengan teknik kognitif untuk meningkatkan self disclosure siswa kelas X. 6 SMA Negeri 1 Sukasada tahun pelajaran 2012/2013. Jurnal Ilmiah Bimbingan Konseling Undiksha, 1(1), 1-10. https://ejournal.undiksha.ac.id/index.php/JJBK/issue/view/91 Dryden, W. (2014). Rational emotive behaviour therapy: Distinctive features. London: Routledge. Dryden, W. (2003). Reason to change: A rational emotive behaviour therapy (REBT) workbook. London: Routledge. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: Sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi:https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK Etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi:http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hartanto, D. (2012). Bimbingan & konseling menyontek: Mengungkap akar masalah dan solusinya. Jakarta: Indeks. Hetherington, E. M., & Feldman, S. E. (1964). College cheating as a function of subject and situationalvariables. Journal of Educational Psychology, 55(4), 212. McCabe, M., & Ricciardelli, L. (2001). Parent, peer and media influences on body image and strategies to both increase and decrease body size among adolescent boys and girls. Adolescence, 36(142), 225-240. https://www.questia.com/library/journal/1G1-79251794/parent-peer-and-mediainfluences-on-body-image-and Nurmayasari, K., & Murusdi, H. (2015). Hubungan antara Berpikir Positif dan Perilaku Menyontek pada Siswa Kelas X SMK Koperasi Yogyakarta. Empathy: Jurnal Fakultas Psikologi, 3(1), 8-15. http://journal.uad.ac.id/index.php/EMPATHY/ article/view/3009/1748 Santrock, J. W., & Curl, R. M. (2003). Adolescence (9th ed.). New York: McGraw-Hill. Setyani, U. (2007). Hubungan antara konsep diri dengan intensi menyontek pada siswa SMA Negeri 2 Semarang. Disertasi. Semarang: Universitas Diponegoro. Sujana, Y. E., & Wulan, R. (1994). Hubungan antara kecenderungan pusat kendali dengan intensi menyontek. Jurnal Psikologi, 21(1994). http://i-lib.ugm.ac.id/jurnal/download.php?dataId=4298 Taylor, K.R. (2003). Bracing for cheating and plagiarism. Diakses melalui https://www.eddigest.com/sub.php Permatasari, D., & Muka, J. R. (2017). Correlation between self–efficacy and cheating behavior onvocational high school students. Prosiding 8th ICLICE 2017. Valiente, C., Eisenberg, N., Haugen, R., Spinrad, T. L., Hofer, C., Liew, J., & Kupfer, A. (2011). Children’s efforftul control and academic achievement: Mediation through social functioning. Early Education and Development, 22(3), 411-433. doi: https://doi.org/10.1080/10409289.2010.505259

KEEFEKTIFAN KONSELING KELOMPOK REALITA UNTUK MENINGKATKAN PEMAHAMAN IDENTITAS DIRI SISWA SEKOLAH MENENGAH PERTAMA

Maslikan, Maslikan

Perspektif Ilmu Pendidikan Vol 32 No 2 (2018): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

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Abstract

This study aims to test the effectiveness of reality counseling to improve students self-identity in junior high. This research uses pre experimental with pretest-posttest one group design. The data analysis used is paired test of T-test. To see the change of self-understanding level in the experimental group between pretest and posttest by looking at the price of ttable on the degrees of freedom (dk), ie the amount is N-1, and at a significant level α = 0.05 (95%) then obtained ttable = 1.771, assuming if thitung > ttabel then Ha "received" the meaning of group reality counseling is effective to improve understanding of the identity of junior high-school students. The research was carried out starting from April to July 2018, which took place at SMP Negeri 2 Mojosari. Based on the findings of the study, it is suggested as follows (1) for Guidance and Counseling teachers, group counseling can be applied effectively in schools, especially in improving understanding of students self-identities; (2) for researchers, furthermore, group reality counseling is effective in improving self-understanding students, should be able to be an inspiration in doing further research by applying group counseling with other techniques, especially in an effort to improve students self-identity understanding.

KEEFEKTIFAN BIMBINGAN KELOMPOK COGNITIVE BEHAVIOR DALAM MEREDUKSI POLA PIKIR NEGATIF SISWA SMK

Cahyadi, Rama

Perspektif Ilmu Pendidikan Vol 32 No 2 (2018): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

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Abstract

This study aims to examine the effectiveness of cognitive behavior group guidance in reducing the negative mindset of vocational students. The study was carried out starting from February to July 2018, which took place at the SMK Kepuhdoko Tembelang Jombang. This study used an experimental design with the design of the Pretest and Posttest Design Group. Data were analyzed by Paired Sample Test t-test, obtained the result of tcount was 6,500 and probability number (Sig. (2-tailed) was 0.001 with df = 5. Then the results were compared with the ttable at a significant level of 5% test 2 parties with df = 5, so that the ttable is 2.571 or 6,500> 2,571. The probability value obtained is 0.001> 0.005, so it can be concluded that cognitive behavior group guidance is effective in reducing the negative mindset of vocational high-school students based on the results of the research recommended for teacher`s guidance and counseling. Applying cognitive-behavioral group guidance as one of the alternative help in reducing the negative mindset of high-school students. Furthermore, researchers can use the results of this study to be used as a reference related to cognitive behavior group guidance, and further researchers can use research designs other than one group pretest and posttest design, for example time series design and n single-subject design.   References Arikunto, S. (2010). Penelitian suatu pendekatan praktik edisi revisi. Jakarta: PT. Rineka Cipta. Depdiknas. (2012). Dokumen kurikulum 2013. Jakarta: Kemendikbud. Dewi, S., Tobing, D. H., & Hizkia, D. (2014). Kebermaknaan hidup pada anak pidana di Bali. Jurnal Psikologi Udayana, 1(2), 322-334. Elfiky, I. (2013). Terapi berpikir positif. Jakarta: Penerbit Zaman. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling Indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi: https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi: http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hurlock, E. B. (1966). Adolescent development (3rd ed.). New York, NY, US: McGraw-Hill. Mardhika, R. (2016). Hubungan pola pikir negatif dan kecemasan terhadap cara berbicara di depan umum mahasiswa program studi pendidikan kepelatihan olahraga. Jurnal Buana Pendidikan, 12(22), 88-98. http://jurnal.unipasby.ac.id/index.php/jurnal_buana_pendidikan/article/view/620 Matson, J. L., & Ollendick, T. H. (1988). Enhancing childrens social skills. Oxpord: Pergamon Press. Muqodas, I. (2011). Cognitive-behaviour theraphy: Solusi pendekatan praktek konseling di Indonesia. Diakses dari http://idatmuqodas.blogspot.com/2012/02/cognitive-behaviortherapy-solusi.html Rini, J. F. (2002). Memupuk rasa percaya diri. Jakarta: Team e-Psikologi. Rusydi, A. (2012). Husn Al-Zhann: Konsep berpikir positif dalam perspektif psikologi islam dan manfaatnya bagi kesehatan mental. Jurnal Proyeksi, 7(1), 1-31. doi: http://dx.doi.org/10.30659/p.7.1.1-31 Santrock, J. W. (2003). Perkembangan remaja. Jakarta: Erlangga. Sary, Y. N. E. (2017). Perkembangan kognitif dan emosi psikologi masa remaja awal. J-PENGMAS (Jurnal Pengabdian kepada Masyarakat), 1(1), 6-12. http://ojshafshawaty.ac.id/index.php/jpengmas/article/view/1 Siregar, E. Y. (2013). Penerapan cognitive behavior therapy (cbt) terhadap pengurangan durasi bermain games pada individu yang mengalami games addiction. Jurnal Psikologi, 9(1), 17-24. doi: http://dx.doi.org/10.24014/jp.v9i1.136 Sugiyono. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta. Wati, S. (2017). Efektivitas pendekatan konseling kognitif perilaku dalam mengatasi dampak negatif alat komunikasi (smartphone) pada peserta didik kelas XI SMK PGRI 4 Bandar Lampung tahun 2015-2016. Tesis. Lampung: IAIN Raden Intan Lampung.

KARAKTERISTIK KESULITAN BELAJAR MEMBACA PADA SISWA KELAS RENDAH SEKOLAH DASAR

Fauzi, Fauzi

Perspektif Ilmu Pendidikan Vol 32 No 2 (2018): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

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Abstract

This study aims to analyze the shape and characteristics of learning difficulties in reading at the early grade student of primary school; different learning difficulties of reading experienced by each student, as well as various forms or types of learning difficulties read the most dominant faced by students. This research was conducted at Sekolah Dasar Negeri 3 Sekolah Dasar Negeri 3 Bobosan Kecamatan Purwokerto Utara, Kabupaten Banyumas, Provinsi Jawa Tengah, in April - June 2011. The research was conducted using the qualitative approach with descriptive case study type. To collect research data using interview techniques, observation, documentation, and reading practice test. Data were analyzed by qualitative descriptive analysis technique. The results of the study showed that learning difficulties of reading faced by students appear in four forms of unusual reading habits, mistakes to recognize words, misconceptions of reading, and various symptoms. There are differences and similarities in the characteristics of learning difficulties in reading faced by students in certain forms of difficulty. In terms of achievement of learning outcomes, students who have difficulty learning to read show low learning outcomes in other subjects. This means that learning difficulties of reading are associated with low student learning outcomes in other subjects.   References Abdurrahman, M. (2003). Pendidikan bagi anak berkesulitan belajar. Jakarta: Depdikbud & Rineka Cipta. Delphie, B. (2006). Pembelajaran anak berkebutuhan khusus dalam setting pendidikan inklusi. Bandung: PT Refika Aditama. Depdiknas. (2002). Keputusan Menteri Pendidikan Nasional Republik Indonesia Nomor 012/U/2002 tentang sistem penilaian di sekolah dasar, sekolah dasar luar biasa, sekolah luar biasa tingkat dasar, dan madrasah ibtidaiyah. Jakarta: Depdiknas. Jamaris, M. (2009). Kesulitan belajar, perspektif assessmen dan penanggulangannya. Jakarta: Yayasan Pena Mas Murni. Moleong, L. J. (1991). Metodologi penelitian kualitatif. Jakarta: Remaja Rosdakarya. Morris, D., Tyner, B., & Perney, J. (2000). Early steps: Replicating the effects of a first-grade intervention program. Journal of education psychology, 92(4), 681-693. doi: http://psycnet.apa.org/doi/10.1037/0022-0663.92.4.681 Kemdikbud. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 24 Tahun 2016 tentang kompetensi inti dan kompetensi dasar pelajaran pada kurikulum 2013 pada pendidikan dasar dan pendidikan menengah. Jakarta: Kemdikbud. Sandjaja, S. (1993). Hubungan antara persepsi visual dan tingkat pendidikan orang tua dengan kemampuan membaca di SD Kanisius Semarang Barat. Tesis tidak diterbitkan. Yogyakarta: Program Pascasarjana UGM. Santrock, J.W. (1999). Life- span development. Boston: McGraw. Somad, P. (2002). Bimbingan membaca bagi siswa berkesulitan membaca. Jurnal Jassi Anakku, 1(1), 38-51.

HIGHER-ORDER THINKING SKILLS (HOTS) ANALYSIS OF STUDENTS IN SOLVING HOTS QUESTION IN HIGHER EDUCATION

Yuliati, Siti Rohmi, Lestari, Ika

Perspektif Ilmu Pendidikan Vol 32 No 2 (2018): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

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Abstract

Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher.   References Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, U. H. A. (2017). Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 3–17. https://doi.org/10.12973/eurasia.2017.00601a Altun, M., & Akkaya, R. (2014). Mathematics teachers’ comments on PISA math questions and our country’s students’ low achievement levels. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 19–34. Bakry, & Md Nor Bakar. (2015). The process of thinking among Junior High School students in solving HOTS question. International Journal of Evaluation and Research in Education (IJERE), 4(3), 138–145. Budsankom, P; Sawangboon, T; Damrongpanit, S; Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Review, 10(19), 2639–2652. doi:10.5897/err2015.2371 Chinedu, C. C., Olabiyi, O. S., & Kamin, Y. Bin. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Educationand Training, 7(2), 35–43. Retrieved from http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1081/795 Didis, M. G., Erbas, A. K., Cetinkaya, B., Cakiroglu, E., & Alacaci, C. (2016). Exploring prospective secondary mathematics teachers’ interpretation of student thinking through analysing students’work in modelling. Mathematics Education Research Journal, 28(3), 349–378. https://doi.org/10.1007/s13394-016-0170-6 Duan, J. (2012). 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Publication of the Educational Services Program, Now Known as the Center for Advancement of Learning and Assessment. Obtido de: Www.Cala.Fsu.Edu, 1–176. Retrieved from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26–32. https://doi.org/10.9790/7388-0701052632 Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory Into Practice, 32(3), 154–160. https://doi.org/10.1080/00405849309543591 McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147–160. https://doi.org/10.1080/14703290902843778 Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353–369. https://doi.org/10.1007/s11165-006-9029-2  Nagappan, R. (2001). Language teaching and the enhancement of higher-order thinking skills. Anthology Series-Seameo Regional Language Centre, (April 2000), 190–223. Retrieved from http://nsrajendran.tripod.com/Papers/RELC2000A.pdf Nguyen, T. (2018). Teachers ’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam, 10(1), 8–19.  Puchta, H. (2007). More than little parrots: Developing young learners’ speaking skills. Www.Herbertpuchta.Com. Raiyn, J., & Tilchin, O. (2015). Higher-Order Thinking Development through Adaptive Problem-based Learning. Journal of Education and Training Studies, 3(4), 93–100. https://doi.org/10.11114/jets.v3i4.769 Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215–230. Retrieved from http://oaji.net/articles/2017/457-1524597598.pdf Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, L(2), 90–99. https://doi.org/10.1023/A:1009682924511 Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM - Mathematics Education, 48(1–2). https://doi.org/10.1007/s11858-016-0775-y Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. International Research Journal of Education and Sciences (IRJES), 1(1), 2550–2158. 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