http://jurnal.stkipkusumanegara.ac.id/index.php/jip/issue/feed Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara 2019-03-21T10:01:44+00:00 Hj. Nursiah Sappaile lppm@stkipkusumanegara.ac.id Open Journal Systems <p style="text-align: justify;"><img style="display: block; margin-left: auto; margin-right: auto;" src="/public/site/images/admin/COVER_JURNAL4.png" width="65" height="90"></p> <p style="text-align: justify;">Jurnal Ilmu Pendidikan (JIP) : is scientific, peer-reviewed and open access journal managed and published by STKIP Kusuma Negara Jakarta, half-yearly on January and July. It aims to be open access journal platform which publishes and disseminates the ideas and researches. Its focus is to publish original research (qualitative research, classroom action research, development/design research are top priorities).</p> http://jurnal.stkipkusumanegara.ac.id/index.php/jip/article/view/50 PEMAKNAAN PUISI “GADIS PEMINTA-MINTA” KARYA TOTO SUDARTO BACHTIAR MELALUI PENDEKATAN SEMIOTIKA DAN INTERTEKSTUALITAS 2019-03-21T09:59:31+00:00 Siti Yulidhar Harunasari yulidhar1@stkipkusumanegara.ac.id <p style="text-align: justify;"><em>As homo semioticus humans communicate to others through signs, one of which is poem. &nbsp;And to understand these signs, we could use a certain method to get the meaning of the poem, or the message sent by the writer. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Riffaterre said that a poem says one thing, and means another. It means that a poem speaks indirectly so that the use of its language is of a different form. The indirectness is produced by displacing, distorting, or creating meaning. &nbsp;The true meaning of a poem can be achieved through the two levels or stages of reading, i.e. heuristic reading and retroactive reading. </em></p> <p style="text-align: justify;"><em>Toto Sudarto Bachtiar sees poverty –as reflected by his poem, “Gadis Peminta-minta” –as the manifestation of God’s affection that must be passed with patience. </em><em>The intertextuality between “</em><em>Gadis Peminta-mint</em><em>a” and “</em><em>Kepada Peminta-mint</em><em>a”</em> <em>written by</em><em> Chairil Anwar </em><em>as the hypogram can be</em><em> seen from </em><em>the major</em><em> theme in common, that is how both of them </em><em>see poverty.</em></p> 2019-03-21T08:39:18+00:00 ##submission.copyrightStatement## http://jurnal.stkipkusumanegara.ac.id/index.php/jip/article/view/71 EFFECT OF OPEN-ENDED APPROACH BY TYPE OF COOPERATIVE LEARNING STAD ABILITY TO UNDERSTANDING AND CONNECTIONS MATH STUDENTS VIEWED FROM SELF-EFFICACY 2019-03-21T09:59:38+00:00 Nurimani Nurimani nurimani.212ani@gmail.com <p style="text-align: justify;"><em>This study aims to determine the effect of open-ended approach with STAD cooperative learning on the ability of understanding and connection of mathematics students in terms of self-efficacy. The study was conducted in SMK Negeri 9 Kota Bekasi using the experiments conducted to 54 students. Retrieval of data obtained through a questionnaire and analyzed using ANOVA two-lane design with treatment by level. The results showed that, (1) there is no difference in the ability of students' understanding of mathematics that uses open-ended approach with STAD cooperative learning and teaching expository, (2) there is no interaction effects of self-efficacy and implementation of cooperative learning type STAD with open-approach ended the ability of understanding of mathematics, (3) there is no difference in the ability to connect math students who use open-ended approach with STAD cooperative learning and teaching expository, (4) there are interaction effects of self-efficacy and implementation of cooperative learning type STAD with open-approach ended on connection capability math student, (5) the group of students who have self-efficacy is high, there is no difference in the ability to connect math students who approach the open-ended with STAD cooperative learning and teaching expository, (6) in the group of students who have Low self-efficacy, the ability to connect math students who use open-ended approach to expository better than STAD cooperative learning.</em></p> 2019-03-21T08:48:41+00:00 ##submission.copyrightStatement## http://jurnal.stkipkusumanegara.ac.id/index.php/jip/article/view/72 ANALISIS KURIKULUM DAN SYSTEM PENDIDIKAN MATEMATIKA DI KOREA SELATAN 2019-03-21T09:59:40+00:00 Wati Susilawati watiridhazia@gmail.com <p style="text-align: justify;">Kurikulum dan sistem pendidikan sebagai aspek penting bagi keberhasilan dan persaingan perkembangan suatu negara. Masalah kurikulum dan sistem pendidikan matematika di Korea Selatan sebagai pembanding pola pendidikan di Indonesia memegang peran bagi perkembangan peradaban sebuah bangsa. Pendidikan dan kemajuan bangsa bagaikan dua sisi mata uang. Keberadaannya saling berkaitan dan tidak bisa dipisahkan. Karena itulah, kemajuan bangsa, sejatinya tidak pernah lepas dari peranan pendidikan&nbsp;bagi semua negara, kita bisa mengadopsi berbagai hal dari kelebihan kurikulum dan sistem pendidikan Korea Selatan dan memanfaatkannya demi kemajuan pendidikan di tanah air.Kurikulum dan sistem pendidikan juga dipengaruhi&nbsp;faktor-faktor lain&nbsp;seperti <em>political will</em> dan dinamika sosial. Lembaga Legislatif dan Ekskutif sangat berperan dalam menyusun regulasi penyelenggaraan sistem pendidikan.</p> 2019-03-21T08:55:36+00:00 ##submission.copyrightStatement## http://jurnal.stkipkusumanegara.ac.id/index.php/jip/article/view/73 PENINGKATAN KEMAMPUAN PEMAHAMAN MATEMATIKA MELALUI METODE PEMBELAJARAN KOOPERATIF TIPE STAD (STUDENT TEAMS ACHIEVEMENT DIVISIONS) 2019-03-21T10:00:36+00:00 Eka Firmansyah ekafirman2019@gmail.com <p style="text-align: justify;"><strong>: </strong>Attitudes and understanding of students' abilities can still be said to be unfavorable to the learning outcomes, especially in the Madrasah. One effort that can be done by teachers in improving student learning outcomes is to choose the model that suits the learning objectives to be achieved. One of the methods were deemed always effective and efficient in teaching is STAD cooperative learning method that emphasizes the activities and interaction among students to motivate each other, help each other to master the subject matter to achieve maximum performance. The purpose of this study was to determine 1) whether the ability of students to use mathematical understanding of cooperative learning is better than the ability of students to use mathematical understanding of conventional learning. 2) increase the quality of students' understanding of mathematics skills using cooperative learning and conventional learning 3) whether the student has a good attitude towards learning mathematics using cooperative learning. 4) increase the quality of students' understanding of mathematics abilities seen from the attitude of students using cooperative learning STAD 5) the effectiveness of the learning is done in this study. The method used in this study is experimental methods. The instrument used in this study is the ability of understanding the math test and attitude scale.</p> <p style="text-align: justify;">Where the research population in MTsS Alif Al-Ittifaq class VIII&nbsp;&nbsp; with&nbsp; a&nbsp; randomly selected sample of the class VIII-A and VIII-B</p> 2019-03-21T00:00:00+00:00 ##submission.copyrightStatement## http://jurnal.stkipkusumanegara.ac.id/index.php/jip/article/view/74 QUIPPER SCHOOL SEBAGAI MEDIA PEMBELAJARAN BERBASIS TEKNOLOGI INFORMASI 2019-03-21T10:00:54+00:00 Yani Supriani yanisupriani92@yahoo.com <p style="text-align: justify;">Sebagai seorang guru yang ingin menjadi guru profesional maka dituntut untuk bisa menghadirkan model pembelajaran kreatif, inovatif, menarik dan menyenangkan. Agar bisa menarik minat belajar siswa guru harus bisa menghadirkan pembelajaran yang inovatif dan selalu menghadirkan model pembelajaran yang variatif agar siswa tidak bosan dengan model pembelajaran yang sifatnya monoton. Salah satunya dengan menerapkan sistem pembelajaran <em>e-learning</em> dari <strong><em>Quipper School. </em></strong><em>Quipper School</em> adalah metode pemberian tugas secara online kepada peserta didik. Dengan demikian penggunaan <em>Quipper School</em> akan mempermudah aktivitas bagi para guru dalam memberikan pembelajaran yang lebih baik, menyenangkan, menarik dan pastinya berkualitas. Seperti pemberian tugas kepada siswa, setelah siswa mengerjakannya maka otomatis hasil pekerjaan siswa akan masuk di data guru secara otomatis</p> 2019-03-21T09:28:21+00:00 ##submission.copyrightStatement## http://jurnal.stkipkusumanegara.ac.id/index.php/jip/article/view/75 PENGARUH UMPAN BALIK DAN MINAT BELAJAR TERHADAP HASIL BELAJAR BULUTANGKIS (Studi Eksperimen pada Siswa Kelas VIII SMP Negeri 165 Jakarta) 2019-03-21T10:01:28+00:00 Putu Rusmiati rusmiatiputu@ymail.com <p style="text-align: justify;"><em>The aim of this research is to find out the influence of </em><em>feedback</em><em> and </em><em>interest in learning</em><em> toward the result of </em><em>badminton</em><em> learning. The sample of this research concept of 40 student grade VI</em><em>I</em><em>I Junior High School of </em><em>165</em> <em>Jakarta</em><em> and done in experimental study 2 x 2 by </em><em>level</em><em> design. The data were analyzed by using analyzed of varians (ANAVA) and then continued with Tu</em><em>c</em><em>key Test were used to test the hypotheses at the level of significance α = 0,05</em><em>. </em><em>The results of the research show that (1) in general, there is a significance difference between </em><em>delayed feedback</em><em> and </em><em>direct feedback</em><em> toward the result of </em><em>badminton</em><em> learning (F<sub>o </sub>4,</em><em>19</em> <em>&gt; 4,11 F<sub>t</sub>) and </em><em>delayed feedback</em><em> is better than direct </em><em>feedback</em><em> for the result of </em><em>badminton</em><em> learning, (2) there is an interaction between </em><em>feedback</em><em> and </em><em>interest in learning</em><em> for the result of </em><em>badminton</em><em>&nbsp; learning (F<sub>o </sub>2</em><em>3,96</em><em><sub>&nbsp; </sub></em><em>&gt; 4,11 F<sub>t</sub>), (3) for high </em><em>interest in learning</em><em>, </em><em>delayed feedback</em><em> is better than direct </em><em>feedback</em><em> for the result of </em><em>badminton</em><em> learning (Q<sub>o</sub> 1</em><em>3,5</em><em> &gt; 4,33 Q<sub>t</sub>), and (4) for low </em><em>interest in learning</em><em>, direct </em><em>feedback</em><em> is better than </em><em>delayed feedback</em><em> for&nbsp; the result&nbsp; of </em><em>badminton</em><em> learning (Q<sub>o</sub> </em><em>5,68</em><em> &gt; 4,33 Q<sub>t</sub>).</em></p> 2019-03-21T09:35:31+00:00 ##submission.copyrightStatement## http://jurnal.stkipkusumanegara.ac.id/index.php/jip/article/view/76 EFEKTIVITAS PEMBELAJARAN MATEMATIKA MELALUI PENDEKATAN REALISTICS MATHEMATICS EDUCATION (RME) DENGAN PEMECAHAN DITINJAU DARI GAYA BELAJAR SISWA 2019-03-21T10:01:34+00:00 Ria Noviana Agus ria_an99@yahoo.co.id <p style="text-align: justify;">Tujuan penelitian ini adalah: (1) Untuk mengetahui apakah siswa yang diberi pembelajaran matematika melalui pendekatan RME dengan pemecahan masalah lebih baik prestasi belajarnya dibandingkan dengan siswa yang diberi pembelajaran matematika dengan menggunakan pendekatan konvensional pada materi pokok segi empat, (2) Untuk mengetahui efektivitas gaya belajar siswa kelas VII SMP terhadap prestasi belajar matematika, (3) Untuk mengetahui apakah pada masing-masing dengan gaya belajar, pendekatan RME dengan pemecahan masalah akan menghasilkan prestasi belajar matematika siswa yang lebih tinggi dibandingkan dengan pendekatan konvensional. Teknik pengambilan sampel dilakukan dengan cara <em>stratified cluster random sampling</em>. Populasinya siswa kelas VII SMP N 2 Karanganom Semester II&nbsp; yang dibagi menjadi 2 kelompok yaitu kelompok ekperimen dan kontrol. Penelitian ini termasuk eksperimental semu dengan pengujian hipotesis menggunakan anava dua jalan dengan sel tak sama, dengan taraf signifikansi 5%. Dari hasil analisis disimpulkan bahwa: (1) prestasi belajar matematika siswa pada pokok bahasan segi empat&nbsp; melalui pendekatan RME dengan pemecahan masalah lebih baik daripada prestasi belajar matematika siswa dengan menggunakan pendekatan konvensional, (2) siswa pada gaya belajar visual, auditorial maupun kinestetik mempunyai prestasi belajar yang sama, (3) prestasi belajar matematika siswa pada masing masing gaya belajar dan pendekatan pembelajaran adalah sama</p> 2019-03-21T09:58:27+00:00 ##submission.copyrightStatement##