THE INFLUENCE OF AWARENESS OF LEARNING, FAMILY ENVIRONMENT, SCHOOL FACILITIES AND STUDENT DISCIPLINE TO THE LEARNING ACHIEVMENT OF STUDENT ON THE SUBJECT OF INFORMATION AND COMMUNICATION TECHNOLOGY IN SMA N 2 WATES TEMANGGUNG

This study aims to determine: 1) the influence of awareness of learning to the learning achievment in SMA N 2 Temanggung, 2) the influence of family environment to the learning achievment in SMA N 2 Temanggung, 3) the influence of school facilities to the learning achievment in SMA N 2 Temanggung, 4) the influence of student discipline to the learning achievment in SMA N 2 Temanggung, 5) the influence of awareness of learning, family environment, school facilities and student discipline be shared equally to the learning achievement in SMA N 2 Temanggung. Sample in the study was 128 students in SMA N 2 Temanggung. Data collection techniques used questionnaires and documentation. This study is using descriptive, analysis techniques, linearity, multicolinearity tests, regression and multiple regression analysis. the multiple regressions to determine the influence of independent variables on the dependent variable. The result indicate: 1) there is positive and significant awareness of learning to the learning achievement in SMA N 2 Temanggung, with r2 x1y=0,331 and influence of 25,53% , 2) there is positive and significant family environment to the learning achievement in SMA N 2 Temanggung, with r2 x2y=0,284 and influence of 11,19%, 3) there is positive and significant school facilities to the learning achievement in SMA N 2 Temanggung, with r2 x3y=0,295 and influence of 10,87%, 4) there is positive and significant student discipline to the learning achievement in SMA N 2 Temanggung, with r2 x4y=0,271 and influence of 6,41%, 5) there is positive and significant awareness of learning, family environment, school facilities and student discipline to the learning achievement in SMA N 2 Temanggung, with R2 x1234y=0,54, F=36,148 and influence of 54%. keyword: awareness of learning, family environment, school facilities, student discipline, information and communication technolog

EFFECT OF ENVIRONMENTAL SCHOOL, LEARNING METHOD, AND MOTIVATION TO LEARN DISCIPLINE OF STUDENTS LEARN LESSON ON KETERAMPILAN KOMPUTER DAN PENGELOLAAN INFORMASI (KKPI) AT SMK NEGERI 5 YOGYAKARTA

This study aims to determine: (1), School Environment influence on Student Motivation, (2) Method of Learning effect on Student Motivation, (3) Disciplinary Learning effect on Student Motivation, and (4) School Environment, Learning Methods, Discipline and Learning jointly influential on Student Motivation in subjects SMK Negeri 5 KKPI in Yogyakarta. The subject of this study was student of class X, XI, and XII which amounted to 182 students and teachers of subjects, amounting to 6 people KKPI. Data collection technique using questionnaire method. Questionnaire method used to collect data on the Environmental Schools, Learning Method, and Discipline of Learning. Test the validity of the instrument using the formula Product Moment correlation and reliability test using the formula Croanbach's Alpha. Test requirements for data analysis using normality test, linearity, and multicollinearity tests. Hypothesis testing first, second, and third using linear regression with one predictor. The fourth hypothesis testing using multiple regression three predictors. The results showed: (1) there is positive and significant for School Environment on Student Motivation KKPI subjects in SMK Negeri 5 Yogyakarta as indicated by the determination of 0.341 and 7.038 for tcount, (2) there are positive and significant effect Learning Methods of Motivation Students learn subjects KKPI in SMK Negeri 5 Yogyakarta as indicated by the determination of 0.579 and 2.577 for tcount, (3) there are positive and significant effect Learning Discipline of Student Motivation in subjects KKPI in SMK Negeri 5 Yogyakarta as indicated by the determination of 0.349 and tcount of 10.157, and (4) there is a positive and significant influence of School Environment, and Discipline Learning Method Learning on Student Motivation in subjects KKPI in SMK Negeri 5 Yogyakarta as indicated by the coefficient of determination of 0.585 and Fcount amounted to 86.598

A PROPOSAL TO REFINE CONCEPT MAPPING FOR EFFECTIVE SCIENCE LEARNING

Concept maps are found to be useful in eliciting knowledge, meaningful learning, evaluation of understanding and in studying the nature of changes taking place during cognitive development, particularly in the classroom. Several experts have claimed the effectiveness of this tool for learning science. We agree with the claim, but the effectiveness will improve only if we gradually introduce a certain amount of discipline in constructing the maps. The discipline is warranted, we argue, because science thrives to be an unambiguous and rigorously structured body of knowledge. Since learning science may be seen as a process where a novice is expected to be transformed into an expert, we use the context of learning science for making the proposal. Further, we identify certain anomalies in the evaluation of concept maps, and suggest that the evaluation should be based on semantics of the linking words (relation types) and not on graphical criteria alone.\u

EFFECT OF DETERMINATION OF MINIMAL EXHAUSTIVE CRITERIA ON THE IMPLEMENTATION OF LEARNING PROCESS IN BUILDING DRAWING DEPARTMENT OF SMK NEGERI 2 PENGASIH

The application of minimal exhaustive criteria in study setting is an initial stage of the implementation of study result assessment as a part path for developing KTSP. Minimal exhaustive criteria is the qualification for minimum passing grade which constitutes as student competence achievement standard. The application of minimal exhaustive criteria will give positive effects for students and also teachers in order that can reach the grade according to minimal exhaustive criteria. This study was aimed to understand 1) effects of minimal exhaustive criteria decree in department of construction drawing of SMK N 2 Pengasih towards learning motivation of class XII students, 2) effects of minimal exhaustive criteria decree in department of construction drawing of SMK N 2 Pengasih towards learning discipline of class XII students, 3) effects of minimal exhaustive criteria decree in Department of Construction Drawing towards teaching methods of class XII teachers. This study is a quantitative research description. This research is a case study in SMK Negeri 2 Pengasih Programs XII-class image building. Data collection was using the documentation and questionnaires. Data analysis was using quantitative analysis techniques and results description. The result of this study showed in minimal exhaustive criteria application achievement in Department of Construction Drawing of SMK N 2 Pengasih for productive subjects class XII, was found that each productive subject has reached minimal exhaustive criteria with average grade above 75.00 and all students’ grade in every subjects reach above 75.00. Effects of minimal exhaustive criteria decree towards student learning motivation known as much as 58.7%, students are categorized in highly learning motivated. Effects of minimal exhaustive criteria decree towards student learning discipline showed result that 55.6% of students have highly learning discipline categorization. Effects of minimal exhaustive criteria decree towards learning quality by class XII was found that as much as 50% of the teachers have learning quality in very good categorization and as much as 50% of the teachers have learning quality in good categorization. Keyword : Influence, minimal exhaustive criteria, Learnin

Kontribusi Minat Belajar Dan Fasilitas Belajar Terhadap Kedisiplinan Belajar Dan Dampaknya Pada Hasil Belajar Matematika Siswa Kelas X SMK Negeri 1 Miri Tahun 2017/2018

The objectives of this research are: (1) To test the contribution of interest and learning facilities to the learning achievement indirectly through learning discipline, (2) To test the contribution of interest and learning facilities to the discipline of learning, and (3) To test the contribution of learning discipline to the learning result of mathematics . This type of research is a quantitative research. The population of research is 501 students of class X SMK Negeri 1 Miri. The sample of 222 students is determined by Slovin formula. Technique of taking sample data using proportional random sampling technique. Data collection techniques in this study using questionnaires and documentation. Data analysis technique using path analysis. The result of the research, (1) Learning Interest and Learning Facility give simultaneous contribution to Mathematics Learning Outcomes through Discipline Learning with α = 0,05 equal to 9.8%. Partially interest in learning does not significantly affect the direct result of learning mathematics and indirectly through the discipline of learning contribute positively to the learning outcomes. Learning facilities do not contribute either directly or indirectly through the discipline of learning to learning outcomes. (2) Learning Interests and Learning Facilities contribute simultaneously to Discipline Learning with α = 0.05. Contribution of Learning Interest and Learning Facility simultaneously to Discipline Learning by 34,9%. Partially, interest in learning that directly affects the learning discipline of 28.7%. Study facilities that directly affect the discipline of learning by 6.2%. (3) Discipline learning contributes to mathematics learning outcomes with α = 0.05. Contribution of discipline learning to learning outcomes of 4.4%

Melalui Model Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar Ditinjau Dari Sikap Disiplin Siswa Kelas VIII SMP Negeri 2 Gatak Tahun Ajaran 2017/2018

The purpose of this research: (1) To know the influence of giving task in learning of mathematics with model (Contextual Teaching and Learning with task and Contextual Teaching and Learning without assignment) to result of student learning. (2) To know the existence of significant influence between student discipline attitude toward learning result. (3) Knowing the influence of learning model (Contextual Teaching and Learning with task and Contextual Teaching and Learning without assignment) and student discipline attitude toward learning result. Quantitative research type with pseudo experimental design. Research population of all students of class VIII SMP Negeri 2 Gatak, with research sample of students of class VIII-A and VIII-C. Data collection techniques with test methods, uestionnaires, and documentation. Technique of data analysis using variance analysis of two different cell road. The results of research with α = 5%: (1) there is an effect on the students' mathematics learning outcomes seen from two different learning modes, Contextual Teaching and Learning tasks give students better learning outcomes than Contextual Teaching and Learning without assignment, (2) discipline attitude toward student learning outcomes, which means high discipline attitude better than moderate & low discipline attitude, discipline attitude is better than low discipline attitude, (3) there is no interaction between learning model with discipline attitude toward student learning outcomes, learning outcomes of Contextual Teaching and Learning learning model with tasks and Contextual Teaching and Learning without the task of applying discipline attitude of higher students is better than students' low & low discipline attitude, discipline attitude of students is better than low discipline student attitude. While the attitude of high discipline students, moderate, low applicable Contextual Teaching and Learning with the task better than Contextual Teaching and Learning without the task

Kontribusi Kepribadian Siswa, Fasilitas Belajar, dan Monitoring Orang Tua terhadap Kedisiplinan dan Dampaknya pada Hasil Belajar Matematika Siswa Kelas XI SMK Muhammadiyah 1 Surakarta Tahun Ajaran 2017/2018

The purpose of research, (1) examine the contribution of the personality, learning facilities, and monitoring parents on learning outcomes mathematics indirectly through student discipline, (2) examine the contribution of the personality, learning facilities, and monitoring parents of student discipline, and (3) examine the contribution of student discipline on learning outcomes in mathematics. This type of research is based on a quantitative approach. The study population 181 eighth grade students of SMK Muhammadiyah Surakarta 1. The research sample 125 students is detemined by the formula slovin. The sampling technique using proporsional random sampling. The data collection technique with questionnaires and documentation. Data were analyzed using path analysis. The results of the study, (1) personality, learning facilities, and monitoring parents contribute simultaneously to the results of learning mathematics through discipline with (α = 0,05). Partially, personality does not contribute derectly to the learning outcomes of mathematics and indirectly contribute positively through discipline. The learning facilities do not contribute either directly or indirectly through the discipline of the learning outcomes in mathematics. Monitoring parents do not contribute either directly or indirectly through the discipline of the learning outcomes in mathematics, and (2) personality, learning facilities, and monitoring parents contributing simultaneously to discipline with (α = 0,05). Partially, the personality that directly affect the discipline of 35,1%. The learning facilities that directly affect the discipline of 1,15%. Monitoring parents that directly affect the discipline of 0,68%. (3) discipline contributes to the learning outcomes of mathematics at (α = 0,05)

Linking research, teaching and learning within the discipline: evaluating student learning through real life research in sports development

The ways in which links between research and teaching are embedded within the curriculum and related to student learning are influenced by the discipline context (Griffiths, 2004; Healey, 2005a; Jenkins, 2000). The current paper evaluates how involving students as researchers impacted on their learning within a community sports development module. The paper shows how experience of "real life" evaluation can develop student research skills, develop their industry contacts, and prepare them to problem-solve as graduates in a complex and uncertain society (Barnett, 2000; Scott, 2002). Difficulties and obstacles to learning are also presented