Manajemen Stakeholder pada Sekolah Berdasarkan Standar Nasional Pendidikan (SNP) Menggunakan Project Management Body of Knowledge (PMBOK)

Kondisi stakeholder merupakan hal yang sangat penting dalam mencapai keberhasilan proyek. Tujuan dari penelitian ini adalah merancang strategi yang tepat agar Kepala Sekolah dapat melakukan manajemen stakeholder. Data primer didapatkan dari Standar Nasional Pendidikan (SNP) dan data sekunder atau data pendukung yang didapatkan dari   Project Management Body of Knowledge (PMBOK). Pada penelitian ini menggunakan analisis Management Stakeholder dalam Project Management Body of Knowledge (PMBOK). Hasil penelitian utama menunjukan bahwa hasil strategi stakeholder tergolong menjadi Key Player sebanyak 3 stakeholder, yaitu Kepala sekolah, Menteri pendidikan nasional dan Komite sekolah. Keep Informed sebanyak 1 stakeholder, yaitu Karyawan / Tata usaha. Keep Satisfied sebanyak 3 stakeholder, yaitu Guru, Siswa dan Orang tua siswa dan Minimal Effect sebanyak 0 stakeholde

Think-pair-square learning: Improving student’s collaborative skills and cognitive learning outcome on animal diversity course

Empowering collaborative skills and optimizing learning outcomes are essential goals in every course. The aim of this study was to determine the effect of Think-Pair-Square (TPS) learning model on student collaborative skills and their cognitive learning outcomes. This study was Lesson-Study-based Classroom Action Research (CAR) carried out in two cycles. The subjects of this study consisted of 32 students who took Animal Diversity course. The CAR consisted of four phases i.e. planning, action, observation, and reflection. At the action phase, Lesson Study (LS) was conducted and consist of Plan, Do, and See. The instruments used were LS observation sheet, collaborative observation sheet, and cognitive test. The observation and test results of the both cycles were calculated and compared each other. There were improvements in the both student’s collaborative skills and cognitive learning outcome as high as 14% and 7.56, respectively. Therefore, TPS model can strengthen the student’s collaborative skills and cognitive learning outcome