Hubungan Disiplin Belajar Terhadap Hasil Belajar Pada Kompetensi Menggunakan Alat – Alat Ukur Mekanik Kelas X Jurusan Mekanik Otomotif SMK N 2 Wonosari Tahun Ajaran 2011/ 2012

Hasil belajar siswa dipengaruhi oleh berbagai faktor. Salah satu faktor yang dapat mempengaruhi hasil belajar siswa adalah disiplin belajar siswa. Penelitian ini bertujuan untuk mengetahui ada tidaknya hubungan disiplin belajar siswa terhadap hasil belajar siswa Pada Kompetensi Menggunakan Alat – Alat Ukur Mekanik Penelitian ini dilaksanakan di SMK N 2 Wonosari pada jurusan Teknik Mekanik Otomotif. Waktu penelitian dilakukan pada tanggal 11 juli hingga tanggal 16 Juli 2011. Pendekatan yang digunakan adalah pendekatan kuantitatif, dan pengambilan sampel ditentukan dengan teknik population sampling yang berjumlah 108 orang. Metode pengumpulan data yang digunakan dalam penelitian ini adalah dengan menyebarkan angket dengan skala Likert untuk mengukur variabel disiplin belajar, sedangkan variabel hasil belajar kompetensi menggunakan alat – alat ukur mekanik diukur berdasarkan data dokumentasi hasil ulangan harian siswa pada kompetensi menggunakan alat – alat ukur mekanik Analisis data dalam penelitian ini dilakukan dengan teknik product moment Hasil penelitian ini menunjukkan r hitung 0,898 dan bernilai positif. Nilai r positif menunjukkan bahwa disiplin belajar mempunyai hubungan yang positif terhadap hasil belajar siswa. Untuk menyatakan tingkat hubungan harga r selanjutnya dikonsultasikan dengan tabel tingkat korelasi antar variabel dimana harga r hitung 0,898 termasuk dalam kategori sangat kuat. Sehingga dapat disimpulkan bahwa terdapat hubungan positif dan sangat kuat antara variabel disiplin belajar dan hasil belaja

Valsiner’s Zone Theory As The Teachers’ Zone Of Proximal Development

The research, develop and validate the theory and development of teacher educators of mathematics learning will lead to a better understanding of how expertise is developed in carrying out professional duties. In doing so, will provide evidence to inform discussions about what constitutes best practice in mathematics teacher education. The concept of Zone Proximal Development (ZPD) which was developed by the Soviet psychologist Lev Vygotsky and social constructivist (1896-1934) provides an interesting metaphor for designing teaching and learning to analyze, this poses a real challenge when it is practiced. Valsiner has broadened its interpretation of the concept of the ZPD Vygotsky to combine the social setting and the objectives and actions of participants. The theory proposes the existence of two additional zones, Zone of Free Movement (ZFM) and Zone of Promotion Action (ZPA). ZFM is a binding agent that is given by adults to limit access to its territory the child, object, or way of acting on those objects. While the ZPA is what adults are promoting, with no obligation for the child to receive what is being promoted. Further development of the zone when interpreting the ZPD of practitioner Valsiner found the presence of an Illusionary Zone (IZ). The presence or absence of IZ in practitioner provide insights for the development of potential teachers. Exploration in the field found a lack of connection to the conceptual understanding of procedural understanding, this situation makes IZ suspected. Key Words: practitioner, ZPD, ZFM, ZPA, I

FAKTOR DETERMINAN DALAM PERENCANAAN PROGRAM PNF PADA PUSAT KEGIATAN BELAJAR MASYARAKAT (PKBM) ROTARI CLUB CENTRE (RCC) GARUDA ,YOGYAKARTA

This study aims to describe: (1) How programs planning in PKBM, (2) What are the determinant factors in planning programs in PKBM, (3) What are the supporting factors in PNF program planning at PKBM RCC Garuda and (4) What are the inhibiting factors in the PNF program planning at PKBM RCC Garuda. This research is a descriptive with qualitative approach. The subject of this research is the manager, tutor, and the residents who learn PKBM RCC Garuda. Data collection was performed using method of observation, interviews, and documentation. The researcher is the main instrument in conducting research supported by the observation guidelines, interview guidelines, and documentation guidelines. Techniques used in data analysis are data display, data reduction, and making conclusions. Triangulation conducted to explain the data validity by using the source. The results showed that: (1). Program Planning PKBM RCC Garuda has done through the citizen community data collection process, PKBM situation analysis, problem identification and needs, setting goals, preparing work plans and activity schedule, also designing the implementation program and monitoring and evaluation. (2) The determinant factor in PNF planning program that is the problem identification stage and needs which involving all party at the PKBM RCC Garuda. (3) Supporting factors in the PNF program planning are: (a) positive response and support from the community in support both planning and implementation programs, (b) There is support from the education office, (c) There is a trust of agencies partner. (4) Inhibiting factors from the PNF program planning are: (a) less involvement of citizens in the planning due to education factor, (b) the residents has not yet aware of the meaning of study (c) Funding is still experiencing fluctuations. Keywords: determinant factors, program planning, and PKB

PENGEMBANGAN MEDIA PEMBELAJARAN PENGUJIAN LOGAM MENGGUNAKAN MICROSOFT OFFICE POWERPOINT PADA MATA PELAJARAN ILMU LOGAM DI SMK N 2 YOGYAKARTA

Tujuan penelitian ini adalah mengembangkan media pembelajaran pengujian logam berbasis Microsoft Office PowerPoint yang digunakan untuk menunjang proses pembelajaran Ilmu Logam di SMK Negeri 2 Yogyakarta dan mengetahui tingkat kelayakan media pembelajaran tersebut. Penelitian ini menggunakan metode Research and Development (R & D) dengan responden ahli media, ahli materi, dan siswa kelas XI Teknik Pemesinan SMK Negeri 2 Yogyakarta. Teknik pengumpulan data yang dipakai adalah menggunakan observasi, kuesioner, dan dokumentasi. Data yang diperoleh merupakan data kualitatif yang berupa komentar dan data kuantitatif berupa skor dengan rentang skala 5. Teknik analisis data yang digunakan menggunakan teknik analisis deskriptif kuantitatif kemudian dikonversikan ke data kualitatif dengan menggunakan skala likert untuk mengetahui kelayakan media pembelajaran yang dikembangkan. Hasil penelitian pengembangan media pembelajaran melalui beberapa tahap, yaitu: (1) identifikasi masalah pembelajaran ilmu logam, analisis kebutuhan pembelajaran pengujian logam, dan identifikasi tujuan pembelajaran pengujian logam; (2) desain dan pengembangan media pembelajaran; (3) uji kelayakan media oleh ahli media, ahli materi, uji coba kelompok kecil, uji coba kelompok besar (lapangan); (4) produk media berdasarkan analisis serta revisi produk. Hasil penilaian kelayakan media pembelajaran yang dikembangkan oleh ahli media; ahli materi (dosen); ahli materi (guru); uji coba kelompok kecil; dan uji coba kelompok besar mendapatkan rerata skor dengan kriteria baik dan layak digunakan sebagai pendukung proses pembelajaran Ilmu Logam

PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF PEMBUATAN POLA DASAR TEKNIK KONSTRUKSI PADA MATA PELAJARAN MEMBUAT POLA BUSANA BAYI DAN POLA DASAR DI SMK NEGERI 1 WONOSARI

Penelitian ini bertujuan untuk: 1) Mengetahui pengembangan media pembelajaran interaktif pembuatan pola dasar teknik konstruksi di SMK N 1 Wonosari, 2) Mengetahui kelayakan media pembelajaran interaktif pembuatan pola dasar teknik konstruksi di SMK N 1 Wonosari, 3) Mengetahui pendapat siswa tentang penggunaan media pembelajaran interaktif pembuatan pola dasar teknik konstruksi dalam proses pembelajaran di SMK N 1 Wonosari. Pengembangan media pembelajaran interaktif pembuatan pola dasar teknik konstruksi pada mata pelajaran membuat pola busana bayi dan pola dasar di SMK Negeri 1 wonosari ini menggunakan metode penelitian dan pengembangan atau research and development (R and D). penelitian ini dilaksanakan di SMK Negeri 1 Wonosari. Tahapan dalam penelitian ini terdiri dari; (1) analisis kebutuhan; (2) perencanaan; (3) pengembangan Produk; (4) uji validitas ahli; (5) revisi produk; (6) uji terbatas; (7) revisi produk; (8) uji kelompok kecil; (9) revisi produk; (10) uji kelompok besar; (11) produk akhir. Proses validasi dilakukan oleh 3 orang ahli materi dan 3 orang ahli media. Untuk pengujian lapangan dilakukan dengan uji terbatas yaitu 2 orang guru pengampu, uji kelompok kecil dengan 12 siswa dan untuk uji kelompok besar dilakukan dengan 32 siswa. Pengumpulan data evaluasi formatif dilakukaan dengan menggunakan lembar penilaian untuk aspek isi materi, aspek desain layar dan aspek pengoperasian program. Secara umum hasil dari uji coba produk ini masuk dalam kategori layak sekali untuk digunakan sebagai media pembelajaran dengan perincian; (a) untuk kualitas materi yang divalidasi oleh ahli materi termasuk dalam kategori sangat layak dengan rerata 3,44 ; (b) kualitas media yang divalidasi oleh ahli media termasuk dalam kategori sangat layak dengan rerata 3,69; (c) untuk hasil uji coba terbatas masuk dalam kategori sangat layak dengan rerata 3,76 ; (d) untuk hasil uji coba kelompok kecil masuk dalam kategori sangat layak dengan rerata 3,64, untuk pendapat siswa dalam uji coba kelompok kecil masuk dalam sekali kategori sangat layak dengan rerata 3,70; (e) untuk hasil uji coba kelompok besar masuk dalam kategori sangat layak dengan rerata 3,77, untuk pendapat siswa uji coba kelompok besar masuk dalam kategori sangat layak dengan rerata 3,83 dengan perincian; (a) aspek isi materi menunjukkan rerata penilaian 3,76 ; (b) aspek desain layar menunjukkan rerata penilaian 3,77; (c) pengoperasian program menunjukkan rerata penilaian 3,77. Dari hasil tersebut maka media pembelajaran interaktif yang telah di buat sangat layak digunakan untuk pembelajaran karena meningkatkan perhatian siswa untuk belajar

Traditional Teaching About Angles Compared To An Active Learning Approach That Focuses On Students Skills In Seeing, Measuring And Reasoning, Including The Use Of Dynamic Geometry Software: Differences In Achievement

This research was about an intervention developed for students at the junior high school level, in which the researcher was teaching the concept of angles through paper exercises as well as dynamic geometry software (DGS), using an active learning approach. This research was to find out the impacts of the use of such an approach on students in their learning activities. The researcher compared two parallel classes at the same level, which were the first level of junior high school (age 13-14 years old). The experimental class was taught by the researcher according to the designed intervention. Meanwhile, the control class was taught by the collaborative teacher according to her regular teaching method without using DGS. The data were collected by means of tests (pretest and the posttest), questionnaires, and interviews. Analysis of the pretest scores shows that the experimental class did better than the control class did, but there was initially no significant difference. After the intervention, analysis shows that the experimental class did better than the control class in the end, and the difference was significant. Key words: Active learning, DGS, Student’s achievement, Traditional teachin

TATA RIAS KARAKTER TOKOH PANGERAN EUGENE FITZHERBERT DALAM CERITA RAPUNZEL PADA PERGELARAN FAIRY TALES OF FANTASY

Pembuatan Proyek Akhir ini bertujuan untuk: 1) merancang tata rias wajah, penataan rambut, body painting/ face painting, dan kostum tokoh pangeran Eugene Fitzherbert dalam cerita Rapunzel pada pergelaran Fairy Tales of Fantasy. 2) menerapkan tata rias wajah, penataan rambut, body painting/ face painting dan kostum tokoh Eugene Fitzherbert dalam cerita Rapunzel pada pergelaran Fairy Tales of Fantasi. 3) menampilkan tokoh pangeran Eugene Fitzherbert dalam cerita Rapunzel pada pagelaran Fairy Tales of Fantasy. Metode yang digunakan untuk mencapai tujuan, yaitu: 1) merancang dengan cara mengetahui alur cerita dongeng Rapunzel dan mengkaji teori untuk mempelajari karakter tokoh pangeran Eugene Fitzherbert, mencari sumber ide dan merancang tata rias wajah karakter, penataan rambut, body painting/ face painting dan kostum. 2) menerapkan dengan melakukan tes rias wajah, penataaan rambut, gladi kotor yang meliputi pengaplikasian tata rias wajah, penataan rambut, body painting/ face painting dan kostum dengan menampilkan tokoh diatas panggung serta penyesuaian tata cahaya dan musik. 3) menampilkan tokoh Eugene Fitzherbert pada pergelaran Fairy Tales of Fantasy dengan menyusun kegiatan (latihan, gladi kotor, gladi bersih dan penyelenggaraan pergelaran). Hasil Proyek Akhir, yaitu: 1) terciptanya tata rias wajah karakter, penataan rambut, body painting/ face painting, dan kostum tokoh pangeran Eugene Fitzherbert dalam cerita Rapunzel pada pergelaran Fairy Tales of Fantasy. 2) terwujudnya tata rias wajah karakter, penataan rambut, body painting/ face painting, dan kostum tokoh pangeran Eugene Fitzherbert dalam cerita Rapunzel pada pergelaran Fairy Tales of Fantasy. 3) terselenggaranya pergelaran Fairy Tales of Fantasy di Concert Hall Taman Budaya Yogyakarta pada tanggal 17 Maret 2012, dengan menampilkan tokoh pangeran Eugene Fitzherbert dalam cerita Rapunzel

PEMENUHAN KEBUTUHAN KESELAMATAN UNIT KEGIATAN MAHASISWA BIDANG OLAHRAGA UNIVERSITAS NEGERI YOGYAKARTA

This research discusses the fulfillment of safety needs of the students’ activity unit in the area of full body contact sports in Yogyakarta State University. This research study is aimed at investigating the efforts in the fulfillment of safety needs conducted by the students’ activity unit of full body contact sports in order to prevent accidents which can end in injury, physical defect, or even death during the training sessions. This is a descriptive research study involving the safety needs as the only variable. The population involved in this research was the students of Yogyakarta State University who were the members of the students’ activity unit in the area of full body contact sports. The researcher took 100 samples out of 465 members using proportionate stratified random sampling. The instrument to collect the data was in the form of questionnaires. The researcher analyzed the data using the descriptive quantitative method with percentage. The results of this study show that the efforts in fulfilling the safety needs conducted by the students’ activity unit in the area of full body contact sports in Yogyakarta State University were generally good (66%). In details, it can be described that: (1) the efforts in fulfilling the safety needs from the inside of the students’ activity unit were good (64%), (2) the efforts in fulfilling the safety needs from the inside of the students’ activity unit were good (71%), (3) the efforts in fulfilling the safety needs in terms of the health of the students’ activity unit were poor (40%), (4) the efforts in fulfilling the safety needs in terms of the equipment of the students’ activity unit were good (67%), (5) the efforts in fulfilling the safety needs in terms of the foods were good (70%), (6) the efforts in fulfilling the safety needs in terms of the training processes were good (79%), (7) the efforts in fulfilling the safety needs in terms of tools and facilities were fair (52%), (8) the efforts in fulfilling the safety needs in terms of the regulation were good (75%), (9) the efforts in fulfilling the safety needs in terms of the coaches were very good (86%), and (10) the efforts in fulfilling the safety needs in terms of the weather were good (71%)

Child-Directed Speech: a Way to Help Children Develop Linguistic and Social Competence

This paper deals with the role of Child-Directed Speech (CDS) in building children’s linguistic and social competence. CDS is an important way through which children learn their first language. In relation to language learning, high language exposure by CDS is beneficial for children since it makes them able to naturally learn the system of the language through use and implicitly possess conversational understanding. At the same time, through CDS parents reveal the world to their children. It offers children opportunities to interact socially with others in the environment and therefore, helps them develop social understanding needed to prevent misunderstandings that might be present during the interactions. This is first shown by the ability to coordinate attention with others to have a common ground. CDS also presents various cultural concepts that are vital to the later life of the children in order to function as skilled members in their cultures, such as the concept of politeness. Keywords: child-directed speech, linguistic competence, social competenc

ESPERANZA’S PERSONALITY DEVELOPMENT AS REFLECTED IN SANDRA CISNEROS’ THE HOUSE ON MANGO STREET

This study discusses The House on Mango Street, a novel written by Sandra Cisneros. This novel presents a main character named Esperanza who experiences personality development. This study is meant to answer three problems concerning the main character’s personality development. The first problem is Esperanza’s basic personality in the novel. The second problem is Esperanza’s personality development. The third problem is the influencing factors toward Esperanza’s personality development. This study is a qualitative study applying content analysis method. This study applies the theory of personality and personality development emphasizing on Hurlock’s theory on personality development. The object of this study is Sandra Cisneros’ The House on Mango Street. The data collected are lines related to the topic under study found in the novel. The data analysis was conducted by analyzing the required lines found in The House on Mango Street in accordance with the theory. In achieving reliability, the researcher read and reread the novel comprehensively, then recorded the data. The triangulation method was applied to gain the trustworthiness of the data through consulting the finding with first and second consultant. The result of this study shows that Esperanza’s personality develops. There are two significant factors that influence Esperanza’s personality development. The first is the early experiences within family. The second is the important events outside home. Early experience within family gives influence toward Esperanza through supportive parents and family’s financial difficulty, while important events outside home also gives influence toward Esperanza’s personality mostly through the peers and neighborhood. From the analysis on the factors that influence Esperanza’s personality, the researcher finds that Esperanza is unconfident, pessimistic, and naïve at the beginning of the story, and then she turns into a confident, optimistic, and sophisticated person at the end