Pengembangan Bahan Ajar Digital Berbasis STEM untuk Meningkatkan Kemandirian Belajar

This study aims to: 1) describe the stages of developing STEM-based digital modules; 2) describe student responses to STEM-based digital modules; 3) describe the effectiveness of STEM-based digital modules; and 4) describe the effect of STEM-based digital modules on increasing learning independence. This research is tdevelopment of R&D and experimental research using quantitative data analysis. Research procedure used is a 4-D development model developed by Thiagaraja, Semmel, and Semmel, there are four stages, define, design, develop and disseminate. Obtained data during the development of digital teaching materials will be analyzed by researchers with qualitative and quantitative analysis stages. This qualitative analysis was obtained from data collecting observations, interviews, and questionnaires. Quantitative analysis is intended to describe the quality of teaching materials developed based on the assessment of expert validators. Based on the results of the validation STEM-based Digital Module experts developed in the appropriate category, the student's response to the practicality of the STEM-based Digital Module is in the feasible category, based on the gain score test there are increase in independence, and based on the results of the paired samples test there  are an effect of using the Digital Module on learning independence. Thus, it can be concluded that the STEM-based Digital Module is effectively used to increase learning independence

THE RELATIONSHIP BETWEEN LEARNING ACTIVITIES AND LEARNING MEDIA WITH STUDENTS' ECONOMIC LEARNING OUTCOMES

This study aims to determine: (1) the relationship between learning activities and economic learning outcomes for students of X Accounting Class at SMK HMPTI Banjar Agung, (2) the relationship between learning media and economic learning outcomes for students in X Accounting class at SMK HMPTI Banjar Agung, (3) the relationship between between learning activities and learning media with economic learning outcomes for students of class X Accounting at SMK HMPTI Banjar Agung. This research is an ex-post facto research. The population in this study were 102 students of class X SMK HMPTI Banjar Agung. Sampling was done using cluster random sampling technique. The results based on the use of cluster random sampling technique obtained class X Accounting as a sample of 40 students. Data were collected using the methods of observation, interviews, documentation, and questionnaires, while the analysis used Product Moment Correlation. The results show that (1) there is a close relationship between learning activities and economic learning outcomes for students of class X Accounting at SMK HMPTI Banjar Agung, with the calculated value obtained thit = 5.3824 and tdaf = 2.02 the difference is 3.3624, thus thit tdaf, (2) there is a close relationship between learning media and economics learning outcomes for students of class X Accounting at SMK HMPTI Banjar Agung, with the calculated value obtained thit = 4.2015 and tdaf = 2.02 the difference is 2.1815, thus hit tdaf, (3) there is a close relationship between learning activities and learning media with economic learning outcomes for students of class X Accounting at SMK HMPTI Banjar Agung, with the calculated value obtained fhit = 3.4125 and fdaf = 3.26 with a difference of 0.1525 test criteria due to thit fdaf. From these calculations, it can be concluded that there is a close relationship between learning activities and learning media with economic learning outcomes for students of class X Accounting at SMK HMPTI Banjar Agung for the 2017/2018 academic year

Pedagogik - konsultens marknad

Purpose The purpose of this thesis is to investigate the market of pedagogic consulting and how the customers look upon these kinds of services and what the consultants think about the market. The following five questions were investigated: What is the situation of the market of pedagogic consulting? -          What needs and what demands are there of pedagogical consulting services? -          What are the economic possibilities for schools and municipalities to buy professional development and consulting services? What do schools and municipalities think about their needs and what do they think about buying professional development from consultants? -          How are the professional development offerings of the consultants recieved by schools and municipalities and is there a difference between the private and public sector of education? -          What impact could professional development have on schools? In what way is the marketing for pedagogic consulting done? Method In this study I have chosen to have a qualitative approach with an abductive perpective. I made these choices to get closer to what I wanted to investigate. Through the abductive methodology it was possible to go between theory and empirics. The empirics consits of seven face-face local interviews. The persons who were interviewed were consultants, principals and the head of the administration of upper secondary schools. They all helped me to investigate the pedagogical consultation market. Conclusions According to the sources in this paper have the Swedish school results decreased, therefore it is a need to do something about it and professional development for teachers could be one thing that could improve the situation. However, the pedagogical consulting businesses could face a problematic time, because of the economical crises which makes is difficult for schools and municipalities to afford their services. I interpret that schools seem to be unsure of what needs they have although they seem to understand that there is something they lack. It can be hard to see what the basic problem is and therefore difficult to know what changes are needed and what kind of professional development teachers need. Through the offering of professional development services by consultants, the teachers’ quality can become better and the schools competitiveness can improve. Finally, I found out that the municipality and schools I investigated don’t buy pedagogical consulting services very often. The reason for this could be the economic situation due to the economic crises. I also found that the marketing in pedagogical consulting businesses mostly is done through personal networks.

Kepemimpinan visioner kepala SMA Negeri 1 Menggala

Penelitian ini bertujuan untuk mendeskripsikan kepemimpinan visioner kepala SMA Negeri 1 Menggala. Sosok kepala sekolah yang visioner adalah sosok yang sangat ditunggu bagi sekolah yang bervisi maju. Dalam penelitian ini ada 4 rumusan masalah yaitu 1.Bagaimanakah peran kepemimpinan visioner kepala SMA Negeri 1 Menggala dalam perannya sebagai penentu arah dalam mendisiplinkan Guru, Pegawai dan Siswa SMA Negeri 1 Menggala 2.Bagaimanakah peran kepemimpinan visioner Kepala SMA Negeri 1 Menggala dalam meningkatkan fasilitas sekolah 3.Strategi apa yang diterapkan kepala sekolah dalam memberi motivasi kepada Guru, Karyawan dan siswa SMA Negeri 1 Menggala 4. Uswah atau keteladan seperti apa yang dicontohkan kepala sekolah dalam perannya sebagai model di sekolah. Penelitian ini menggunakan pendekatan kualitatif jenis deskriptif. Informan dalam penelitian ini adalah kepala sekolah, Guru, pegwai, siswa dan komite sekolah. Key informan pada penelitian ini adalah kepala sekolah. Teknik pengumpulan data menggunakan observasi, wawancara dan studi dokumentasi. Uji keabsahan data dengan peningkatan ketekunan dalam penelitian, dan menggunakan bahan referensi. Hasil penelitian menunjukkan bahwa: bahwa Peran Kepemimpinan Visioner Kepala SMA negeri 1 Menggala dapat disumpulkan sebagai berikut : 1. Kepemimpinan Visioner Kepala Sekolah SMA Negeri 1 Menggala telah menjalankan peranya secara aktif dan optimal yang berkarakter integritas religius, yaitu kepemimpinan sebagai bentuk pengabdian kepada Allah Swt. Kepala SMA Negeri 1 Menggala penuh semangat dalam memimpin dan menjalankan roda organisasi didalam sekolah dengan ketulusan, jujur, ikhlas dan berakhlak mulai. 2.Kepala SMA Negeri 1 Menggala menerapkan peran-peranya sebagai pemimpin anatara lain, yaitu sebagai penentu arah, sebagai agen perubahan di sekolah, sebagai motivator dan sebagai model dalam meningkatkan mutu SMA Negeri 1 Menggala. Berdasarkan hasil penelitian dan pembahasan penulis merekomendasikan 1. Peran kepemimpinan visioner dalam meningkatkan mutu pendidikan di sekolah sebaiknya melibatkan seluruh komponen internal dan eksternal. Tanpa ada dukungan tersebut, keberhasilan tidak akan tercapai. Oleh karena itu kepemimpinan visioner harus membangun kerja sama yang kuat dengan melakukan interaksi, komunikasi dan koordinasi. 2. Meningkatan fasilitas sekolah, Laboratorium Bahasa, Laboratorium Ipa dan Laboratorium Komputer. Untuk mendukung proses belajar menggajar dan penerapan kurikul 2013 yang berbasis tekhnologi. 3. Lembaga pendidikan ingin mencapai pendidikan yang bermutu maka harus mengoptimalkan peran-peran kepemimpinan visioner sebagaimana tersebut yang dijiwai dengan karakter integritas religius