This research aims to explain the influence of teacher’s teaching methods and learning environment to the learning achievement in class XI with the competency of accounting expertise to the subjects of craft and entrepreneurship, according to the students, the subject was very heavy and dull. The population in this research are students in class XI with the competency of accounting expertise at SMK PGRI 1 Jombang as many as 108 students who are divided in to 3 classes. The samples are determined with using random sampling techniques, where the whole of class XI are encrypted and given in class XI with competency of accounting expertise. The kind of this research is quantitative. The data collection technique of research uses questionnaires, interviews, and observations, with test data processing used multiple linear regression analysis. The results of multiple regression analysis test that was used to explain the influence of teachers' teaching methods and student’s learning environment to student’s learning achievement in class XI. The competency of accounting expertise. The result of research showed that teachers' teaching methods and learning environment which was created when the learning process influenced student’s learning achievement in class XI with the competency of accounting expertise at SMK PGRI 1 Jombang. Being evidenced by the value of Coefficient Of Determination (R) as big as 0.626, It means that 62.6% teacher’s teaching method variable (X1) and the student’s learning environment (X2) was able to influence learning achievement variable (Y) significantly, whereas others 37.4% are influenced by other factors that are not included in this research.

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The Influence of Teaching Methods and Learning Environment to the Student’s Learning Achievement of Craft and Entrepreneurship Subjects at Vocational High School

The current significant progress has been experienced by the publication of Information media, one of which is the scoring system. In measuring the ability of students or students in learning outcomes during the learning process assessment system is very important in an educational institution both high school and college. Universitas Raharja is one of the educational institutions that have implemented the assessment system (PEN +) online, which provides services to the lecturers of the University of Raharja in the input of the value that can be accessed anywhere and Anytime. However, nowadays for the process of the input of the value of work lecture (CTF) that has been run by students is still done manually or not computerized because lecturers still have to come to the campus to fill out a list of student value lists Submitted to the RPU. This is very inefficient, because in the assessment system PEN + lecturers have not been able to input the value of work lecture (KKP) in real time. Therefore, there is a need for development in the Coursework Assessment System (CTF) where the value of the input form is Grade. In this study there were 10 (ten) literature studies on the assessment. Thus there are 2 (two) advantages that the lecturer does not need to come to the campus to fill the form that is then handed over to the RPU and notifications for a list of values that students receive will be faster.

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Implementation of the YII Framework-Based Job Training Assessment System

Penelitian ini bertujuan untuk mendeskripsikan: (1) Tingkat kemampuan menulis teks eksposisi siswa kelas X SMA Negeri 6 Palopo sebelum penerapan model STAD, metode ATM  dan pemodelan struktur teks, (2) Tingkat kemampuan menulis teks eksposisi siswa kelas X SMA Negeri 6 Palopo sesudah penerapan model STAD, metode ATM dan pemodelan struktur teks, dan (3) Keefektifan penerapan model STAD, metode ATM dan pemodelan struktur teks terhadap peningkatan kemampuan menulis teks eksposisi siswa kelas X SMA Negeri 6 Palopo. Jenis penelitian ini adalah eksperimen dengan teknik pretest-postest design. Popolasi penelitian ini adalah siswa kelas X SMA Negeri 6 Palopo, dengan jumlah sampel sebanyak 95 siswa. Teknik analisis data yang digunakan adalah Paired-Sample T-Test. Hasil penelitian menunjukkan bahwa (1) Tingkat kemampuan menulis teks eksposisi siswa kelas X SMA Negeri 6 Palopo sebelum menggunakan model STAD, metode ATM, dan pemodelan struktur teks memenuhi kriteria sedang, (2) Tingkat kemampuan menulis teks eksposisi siswa kelas X SMA Negeri 6 Palopo sesudah menggunakan model STAD, metode ATM, dan pemodelan struktur teks memenuhi kriteria tinggi, dan (3) Model STAD, metode ATM, dan pemodelan struktur teks efektif dalam pembelajaran menulis teks eksposisi siswa kelas X SMA Negeri 6 Palopo. Hal ini telah dibuktikan dalam hasil penelitian yang menunjukkan bahwa terdapat perbedaan yang signifikan antara tingkat keterampilan menulis teks eksposisi siswa sebelum dan sesudah menggunakan model STAD, metode ATM, dan pemodelan struktur teks.

Keefektifan model stad, atm, dan pemodelan struktur teks terhadap kemampuan menulis teks eksposisi

Penyusunan elisitasi kebutuhan merupakan proses terpenting dalam software development life cycle. Penyusunan elisitasi kebutuhan untuk mengetahui apa yang dibutuhkan dalam proses pengembangan sistem dengan melibatkan user agar dapat menggali informasi berdasarkan metode Persona. Persona mencirikan pengguna target yang menjadi fokus upaya pengembangan dan persona menggunakan data yang dikumpulkan melalui observasi dan wawancara dipetakan ke variabel perilaku. Pada penggunaan persona merupakan konsep dan metode yang tepat memahami kasus ini karena pesona fokus kepada pengguna target yang menjadi fokus. Sehingga dalam mencari target yang menjadi fokus pada penelitian dengan pengumpulan data yang berupa observasi dan wawancara yang dipetakan pada variabel perilaku. Variabel perilaku merupakan jenis perilaku yang berkisar di seluruh spektrum. Pada penelitian terdahulu fokus pada penggunaan beberapa metode dalam penggalian user persona namun pada penelitian ini fokus dalam penerapan teknik persona yang dikembangkan  John W. Castro dengan memodifikasi proses iteratif sebagai proses validasi user persona itu sendiri. Pada penelitian ini didapatkan hasil bahwa persona bisa menjadi teknik elisitasi kebutuhan perangkat lunak. Oleh karena itu user persona dapat memperjelas sumber masalah dan ekspektasi user yang dalam hal ini peneliti dapat dengan maksimal merumuskan suatu hipotesis yang berdasarkan keinginan user. Peneliti telah memodifikasi teknik human computer interaction (HCI) untuk memenuhi standar kelayakan yang diperlukan oleh perangkat lunak serta menambahkan proses rekayasa perangkat lunak agar dimasukkan  suatu aktifitas persona ke dalam desain penelitian yang sesuai standar ekspektasi user. Kata kunci : HCI, Elitasi kebtuhan, User Persona.

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Teknik representasi kebutuhan pengguna menggunakan model iteratif user persona

The purpose of this study was to compare the application of the think pair share (TPS) learning method and conventional methods to student learning outcomes in physics learning. The type of research used is quasi-experimental (Quasy Experimental Design). The subjects in this study were two classes, namely 24 X MIPA 1 students as an experimental class using the Think Pair Share (TPS) learning method and 24 X MIPA 2 students as a control class using conventional methods. The sampling technique used purposive sampling. Data collection techniques using documentation, tests, and observations. The data analysis technique used in this study was the Independent Sample Test (t-test) with a significance level of 5%. Before the data were analyzed, a prerequisite test for normality analysis was carried out. The results showed that there were differences in the learning outcomes of students who were taught using the TPS method with conventional methods in physics subjects. Where the average post-test score for the experimental class was 72.45, higher than the control class, which was 51.54. These results indicate that student learning outcomes in the experimental class experienced a significant increase compared to the control class. The results of calculating the gain score for the experimental class obtained an average pre-test of 54.04 and a post-test of 72.45 so a Gain of 0.40 was obtained in the moderate category. Whereas in the control class, the average pre-test was 49.87 and the post-test was 51.54 so a gain of 0.03 was obtained in the low category. This shows that learning using the TPS method is better than using conventional methods.

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The Differences Between the Application of the Think Pair Share (TPS) Cooperative Learning Model and the Conventional Model to Student Physics Learning Outcomes

Peningkatan mutu pendidikan dapat diketahui dari hasil akhir pendidikan, yang dapat dilihat dari output yang termasuk di dalamnya adalah prestasi belajar. Banyak hal yang turut berpengaruh pada prestasi belajar siswa, diantaranya adalah motivasi belajar siswa dan metode pembelajaran yang digunakan. Penelitian ini bertujuan untuk menguji apakah ada pengaruh metode pembelajaran kooperatif (cooperative learning) dan motivasi belajar terhadap prestasi belajar siswa SMA. Hipotesis penelitian ini adalah ada pengaruh yang signifikan dari metode pembelajaran kooperatif terhadap prestasi belajar siswa SMA, dimana kelompok siswa yang dikenakan metode pembelajaran kooperatif memiliki prestasi belajar lebih tinggi dibandingkan dengan prestasi belajar kelompok siswa yang dikenakan metode pembelajaran tradisional. Subjek dalam penelitian ini adalah siswa-siswi kelas X-3 dan kelas X-4 salah satu Sekolah Menengah Atas (SMA) di Yogyakarta. Kelas X-3 diberikan pembelajaran Bahasa Indonesia dengan metode pembelajaran kooperatif teknik Jigsaw, dan kelas X-4 diberikan pembelajaran Bahasa Indonesia dengan metode pembelajaran tradisional. Penelitian ini merupakan penelitian kuasi-eksperimen dengan desain control group pre-test-post-test. Adapun alat ukur yang digunakan dalam penelitian ini adalah hasil modifikasi Skala Motivasi Belajar yang dibuat oleh Hasanah (2006), dengan total aitem sebanyak 60 aitem yang terbagi dalam tiga aspek, serta alat untuk mengukur hasil belajar Bahasa Indonesia pada siswa, yakni dengan Tes Hasil Belajar Bahasa Indonesia, dimana pada tes hasil belajar ini berisikan materi paragraf dengan pertanyaan sebanyak 36 butir soal. Tes hasil belajar ini disusun sendiri oleh peneliti dengan mengacu pada silabus yang digunakan oleh guru yang bersangkutan. Hasil analisis menunjukkan t sebesar 0,257 dengan p=0,798, memperlihatkan hasil yang tidak signifikan (p>0,05), yang artinya bahwa tidak ada perbedaan antara kedua kelompok. Kesimpulan, tidak ada perbedaan prestasi belajar Bahasa Indonesia pada siswa antara kelompok siswa yang diberikan pembelajaran kooperatif dengan kelompok siswa yang diberikan pembelajaran tradisional.
THE INFLUENCE OF COOPERATIVE LEARNING METHOD AND LEARNING MOTIVATION TOWARD ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS 
Improvement of education quality can be observed from the end result of education, which can be noticed from the output that includes academic achievement. There are many things that effect on student achievement, including the students' motivation and learning methods that used by teacher. This study aimed to test whether there is influence of cooperative learning methods and studentsâ€™ motivation of student achievement in high school. Hypothesis of this study was that there are significant effects of cooperative learning methods towards student achievement in high school, where groups of students who apply methods of cooperative learning had higher achievement compared with studentsâ€™ achievements of group learning who used the traditional learning methods. Subjects in this study were students of X-3 class and X-4 class at one of high school in Yogyakarta. X-3 class were given Bahasa Indonesiaâ€™s lesson with cooperative learning method and the Jigsaw techniques, and X-4 class were given Bahasa Indonesiaâ€™s lesson with traditional learning methods. This study was a quasi-experimental research with control group pre-test-post-test design. Measuring instrument used in this study was modification version of Learning Motivation Scale by Hasanah (2006), with a total of 60 items that divided into three aspects, and tools to measure students achievement in Bahasa Indonesiaâ€™s lesson, with Bahasa Indonesia Achievement Test, where this achievement test consists of paragraph matter in question as much as 36 items. This achievement test compiled by researcher with reference to syllabus that used by the teacher. Analysis of this study showed t = 0.257 with p = 0.798, showed no significant results (p> 0.05), which means that there was no difference between the two groups. As conclusion, there was no difference in studentsâ€™ achievement of Bahasa Indonesia between group of students given cooperative learning method and group of students given traditional learning method.

http://jurnal.unissula.ac.id/index.php/proyeksi/article/download/245/221

Ilham Khaliq

Papers

Pengaruh metode pembelajaran kooperatif (cooperative learning) dan motivasi belajar terhadap prestasi belajar siswa sma