FAKTOR – FAKTOR YANG MEMENGARUHI PRESTASI BELAJAR SISWA BOARDING SCHOOL DI MAN 1 SURAKARTA TAHUN 2013

ABSTRAK Rita Rahmawati. FAKTOR-FAKTOR YANG MEMENGARUHI PRESTASI BELAJAR SISWA BOARDING SCHOOL DI MAN 1 SURAKARTA TAHUN 2013. Skripsi, Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta. Mei. 2013. Tujuan penelitian ini adalah untuk mengetahui faktor-faktor yang memengaruhi prestasi belajar siswa boarding school MAN 1 Surakarta pada tahun 2013. Penelitian ini menggunakan metode deskriptif kuantitatif. Populasi dalam penelitian ini adalah siswa boarding school MAN 1 Surakarta tahun 2013 yang berjumlah 198 siswa. Jumlah sampel yang diambil adalah sebesar 10 x 14 variabel = 140 responden. Teknik sampling yang digunakan dalam penelitian ini adalah proportionate stratified random. Teknik pengumpulan data menggunakan angket dan dokumentasi. Teknik analisis data yang digunakan adalah analisis faktor, dalam hal ini adalah exploratory factor analysis. Berdasarkan hasil analisis data dan pembahasan dapat disimpulkan bahwa terdapat 13 faktor yang dapat memengaruhi prestasi belajar siswa boarding school di MAN 1 Surakarta tahun 2013. Faktor tersebut adalah 1) Faktor pendekatan dalam proses pembelajaran yang mewakili variabel bakat dengan indikator kecakapan khusus, metode mengajar dengan indikator metode yang digunakan dan indikator kesiapan guru dalam mengajar, kurikulum dengan indikator penyajian materi, relasi guru dengan siswa dengan indikator interaksi antara guru dengan siswa dan alat pelajaran dengan indikator ketersediaan alat pelajaran. 2) Faktor potensi yang dimiliki siswa yang mewakili variabel persepsi inteligensi dengan indikator kemampuan siswa untuk belajar dan indikator kemampuan siswa untuk mendalami pelajaran, perhatian dengan indikator keaktifan dalam mengikuti pelajaran, motivasi dengan indikator tujuan yang ingin dicapai, minat dengan indikator niat yang mendasari berperilaku dan kesiapan dengan indikator reaksi. 3) Faktor keramahan guru dan respon siswa yang mewakili variabel persepsi inteligensi dengan indikator kemampuan siswa untuk mendalami pelajaran dan variabel relasi antara guru dengan siswa. 4) Faktor perhatian dan keuletan siswa yang mewakili variabel perhatian dengan indikator partisipasi pada saat proses pembelajaran, ariabel bakat dengan indikator kecakapan khusus dan kurikulum dengan indikator penyajian materi. 5) Faktor tata tertib dan sarana belajar yang mewakili variabel disiplin sekolah dengan indikator mentaati tata tertib sekolah, alat pelajaran dengan indikator ketersediaan alat pelajaran dan waktu sekolah dengan indikator jam belajar siswa. 6) Faktor kesiapan siswa dalam mengikuti pelajaran yang mewakili variabel kesiapan dengan indikator kesediaan belajar. 7) Faktor kemauan siswa dalam belajar yang mewakili variabel faktor kesehatan dengan indikator daya tahan tubuh dan minat dengan indikator niat yang mendasari berperilaku. 8) Faktor ketertarikan siswa dalam belajar yang mewakili variabel perhatian dengan indikator partisipasi pada saat proses pembelajaran dan bakat dengan indikator kecakapan khusus. 9) Faktor kedisiplinan guru yang mewakili variabel disiplin sekolah dengan indikator mentaati tata tertib. 10) Faktor kinerja guru dan siswa yang mewakili variabel faktor kesehatan dengan indikator daya tahan tubuh, kurikulum dengan indikator penyajian materi dan disiplin sekolah dengan indikator mentaati tata tertib. 11) Faktor percaya diri dan interaksi siswa yang mewakili variabel motivasi dengan indikator pendorong perilaku dan relasi siswa dengan siswa dengan indikator interaksi antara siswa dengan siswa. 12) Faktor kondisi fisik dan sikap siswa yang mewakili variabel faktor kesehatan dengan indikator fungsi alat indera dan kesiapan dengan indikator kesediaan belajar. 13) Faktor daya tahan tubuh siswa yang mewakili variabel faktor kesehatan dengan daya tahan tubuh. Dari ketigabelas faktor yang paling besar memengaruhi prestasi belajar siswa boarding school di MAN 1 Surakarta adalah faktor pendekatan dalam proses pembelajaran, karena faktor ini memiliki percentage of variance hingga 17,393%. Kata kunci: analisis faktor, prestasi belajar, boarding school, metode diskriptif kuantitatif ABSTRACT Rita Rahmawati. FACTORS THAT AFFECT THE BOARDING SCHOOL STUDENT ACHIEVEMENT AT MAN 1 SURAKARTA IN 2013. Thesis, Faculty Of Teacher Training And Education University Of Sebelas Maret Surakarta. May 2013. The purpose of this study is to determine factors that affect boarding school student achievement at MAN 1 Surakarta in 2013. Descriptive quantitative method was used by this research. The population in this study were boarding school students at MAN 1 Surakarta in 2013, which amounts to 198 students. Number of samples taken is 10 x 14 variables = 140 respondents. The sampling technique used in this study was proportionate stratified random. Techniques of data collection using questionnaires and documentation. The data analysis technique used is factor analysis, which in this case is the exploratory factor analysis. Based on the results of the data analysis and discussion, it can be concluded that there are 13 factors that can affect boarding school student achievement at MAN 1 Surakarta in 2013. These factors are 1) The learning process approach factor that represents the talent variable with special skill indicator, methods of teaching with the method which is used indicator and readiness teachers in teaching indicator, curriculum with the presentation of the material indicator, the student and teacher relationship with interaction between teachers and students indicator and learning tools with learning tools availability indicator. 2) The potential factor that represents student perceptions of intelligence variable with student's ability to learn indicator and students' ability to explore the learning indicator, the attention with activity in the following lesson indicator, the motivation with objectives indicator, interest with the underlying intention of behaving and readiness of the indicator reaction indicator. 3) The hospitality teacher and student responses factor that represents an perception of intelligence variable with the ability of students to explore subjects and relationships between teachers and students variable indicator. 4) The attention and perseverance of students factor that represents the attention variable with the participation during the learning process indicator, talent variable with special skills indicator and curriculum with presentation of the material indicator. 5) The discipline and learning tools factor that represents school discipline with obeying school rules variable indicator, learning tools with the availability of learning tools indicator and school time with time of student learning indicator. 6) Student's readiness to follow the lessons factors that represents readiness variable with the willingness to learn indicator. 7) The willingness of students to learn that represents health factor with endurance indicator and interests with the underlying intention behaving indicators. 8) Student interest in studying factors that represents attention variable with participation during the process of learning indicator and talent with special skills indicator. 9) Discipline teachers factor that represents school discipline variable with obeying school rules indicator. 10) The performance of teachers and students factor that represents the health factor variable with endurance indicator, urriculum with the presentation of the material indicator and school discipline with obeying school rules indicator. 11) Confidence factor and interaction of students that represents the motivation variable with driving behavior indicator and relationships of students with students with interaction between students and students indicator. 12) Physical condition factor and attitude of students that represents the health factors variable with sensory organs function indicator and readiness with willingness to learn indicator. 13) Student endurance factor that represents health factor variable with endurance indicator. From the thirteen factor which influence boarding school student achievement at MAN 1 Surakarta, the biggest factor is the learning process approach, because these factors have a percentage of variance up to 17.393%. Keywords: factor analysis, student achievement, boarding school, descriptive quantitative metho

COGNITIVE EMPOWERMENT MODEL DEVELOPMENT IN IMPROVING THE PERFORMANCE OF NURSES AT RSUD IBNU SINA GRESIK

Introduction: Cognitive empowerment model of Thomas and Velthouse shows the importance of encouraging nurses to motivate yourself. The main objective of this study was to develop a model of cognitive empowerment in improving the performance of nurses in hospitals Ibnu Sina. Methods: This study used two stages, the first stage of the survey research design using a descriptive explanation then tested the model using Partial Least Square. The second stage was the empowerment of the cognitive test module, the research design was quasi-experimental (quasy experiment) were then tested Wilcoxon signed rank test and Mann Whitney. Result: Test Partial Least Square showed that psychological factors with path coefficients 0399 and the T-statistic 2,072 affect the empowerment of cognitive, individual factors with the path coefficient 0.335 and T-statistic 2,249, factors interpretarive syle with path coefficients 0,307 and the T-statistic 2,463 affect the empowerment of cognitive , while the leadership does not affect the enviroment event 0.035dan path coefficients T-statistics 0.505. Cognitive empowerment with path coefficients 0697 and the T-statistic 6.093 affect the performance. Wilcoxon statistical test showed there was effect on the performance of cognitive empowerment.Discuss and conclution: Psychological factors, individual characteristics and interpretative style is a factor that affects cognitive empowerment, which in turn can improve the performance of nurses. Further research can continue this research by applying the empowerment module elsewhere, so the module has been made more aplicable (can be used). Keywords: model development, empowerment of cognitive performanc

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FAKTOR-FAKTOR YANG MEMENGARUHI PRESTASI BELAJAR SISWA BOARDING SCHOOL MAN 1 SURAKARTA

The purpose of this study is to determine factors that affect boarding school student achievement MAN 1 Surakarta. This research used descriptive quantitative method. The population in this study were boarding school students at MAN 1 Surakarta in 2013, which amounts to 198 students. Number of samples taken is 140 respondents. The sampling technique used in this study was proportionate stratified random. Techniques of data collection using questionnaires and documentation. The data analysis technique used was the exploratory factor analysis. Based on the results of the data analysis and discussion, it can be concluded that there are 13 factors that can affect boarding school student achievement MAN 1 Surakarta in 2013. From the thirteen factor which influence boarding school student achievement at MAN 1 Surakarta, the biggest factor is the learning process approach, because these factors have a percentage of variance up to 17.393%. Keywords: factor analysis, student achievement, boarding school, descriptive quantitative metho

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Abstract: The aim of this study was to investigate the correlation among reading attitude, the use of internet and reading comprehension of English Study Program Students of PGRI University. Questionnaires and a test were administered to the sample (N=152). Pearson product-moment correlation was used to analyse the data. The result showed a significant correlation between the students‟reading attitude and their reading comprehension (r=.562), the students‟ use of internet and reading comprehension (r =.200). The findings also revealed the correlation between the aspects of reading attitude and reading comprehension: prevailing feelings about reading (r=.553), action readiness for reading (r =.536) and evaluative beliefs about reading (r = .442). Furthermore, to reading comprehension, regression analysis discovered that reading attitude contributed 31.5%, two aspects of reading attitude (prevailling feelings about reading and action readiness for reading) contributed 33.7% and the use of internet contributed 4%.Key words: reading attitude, the use of internet, reading comprehensio

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