Dasar-dasar Evaluasi Pendidikan (Edisi Revisi)
01 Jan 2003-
TL;DR: In this article, hasil pendidikan dapat diketahui dengan adanya evaluasi, menilai berarti mengambil suatu keputusan terhadap sesuatu dengan ukuran baik buruk.
Abstract: Tolak ukur hasil pendidikan dapat diketahui dengan adanya evaluasi. Evaluasi pendidikan sering diartikan sebagai pengukuran atau penilaian hasil belajar mengajar, padahal antara keduanya punya arti berbeda meskipun saling berhubungan. mengukur adalah membandingkan sesuatu dengan satu ukuran , sedangkan menilai berarti mengambil suatu keputusan terhadap sesuatu dengan ukuran baik buruk.
Citations
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Journal Article•
TL;DR: In this article, a study was conducted to analyze the student's mathematical connection ability of class IX SMP Muhammadiyah-22 Kisaran, where the instruments of the study was Mathematical Connection Ability Test.
Abstract: The purpose of this study was to analyze the student’s mathematical connection ability of class IX SMP Muhammadiyah-22 Kisaran. The type of the study is qualitative descriptive. The subject of the study were 36 students of class IX-A SMP Muhammadiyah-22 Kisaran 2016/2017 Academic Year. The instruments of the study was Mathematical Connection Ability Test. The result showed that the persentage of students’ mathematical connection ability in first indicator was 51,11 %, the second indicator was 17,78 %.
38 citations
TL;DR: In this article, the authors developed enrichment test instruments which can be used to measure creative thinking skills and problem-solving that achieve valid and reliable criteria, and the instrument validity is declared valid by experts and regarded reliable on each trial of development stage.
33 citations
Dissertation•
21 Jun 2010
TL;DR: In this paper, a study of classroom interaction characteristics in a Geography Class conducted in English at SMAN 2 Semarang was conducted. And the results of the analysis showed that the most dominant characteristic in immersion classroom interaction was the content cross, while most of the teaching learning time was devoted to questions and lectures by the teachers.
Abstract: Sita Nurmasitah. 2010. A Study of Classroom Interaction Characteristics in A
Geography Class Conducted in English: The Case at Year Ten of An Immersion
Class in SMA N 2 Semarang. Thesis. Linguistics Graduate Program. Diponegoro
University Semarang. Advisor: Dr. Sugeng Purwanto, M.A.
An immersion Class is a special program intended for junior (SMP) and senior high
schools (SMA) in which seven subjects (Mathematics, Physics, Biology, Chemistry,
Economics, History and Geography) are delivered to the students in English. For
these reasons, the interactions in the immersion classes are supposed to be different
from the general ones. This condition motivates the writer to focus the study on the
classroom interaction. The objectives of this study are to explore the classroom
interaction characteristics and to find out whether or not the English classroom
activities as used to teach at year ten of Immersion Class at SMAN 2 Semarang have
met Walberg’s teaching effectiveness. The subject of the study was 30 students and
one teacher at year ten of immersion class at SMAN 2 Semarang. The observation
used three instruments to analyze the data; Flanders Interaction Analysis (FIA) to
identify the classroom interactions, teaching effectiveness elements based on the
Walberg’s theory, and Likert Scale to measure the students’ opinion results from
questionnaire. The results of the analysis showed that the most dominant
characteristic in immersion classroom interaction was the content cross. It reflected
that most of the teaching-learning time was devoted to questions and lectures by the
teacher. The teacher spent 57.43% of the teaching-learning time, while the students
spent 22.20% of the teaching-learning time. It showed that the students were active
enough in the classroom interaction. The interaction in this immersion classroom was
in three-way communication; there were interaction between teacher-students,
students-teacher, and students-students. The immersion classroom interaction also
met the requirements of teaching effectiveness elements made by Walberg (1986).
The teaching effectiveness elements used in the classroom were in the form of;
academic learning time, use of reinforcement, cues and feedback, co-operative
learning, classroom atmosphere, higher order questions, advance organizers, direct
instruction, indirect teaching, and the democratic classroom. Based on the students’
opinion, the teaching-learning process in the classroom was good enough, however
some students felt uncomfortable with the classroom atmosphere and the teacher’s
discipline of time.
Keywords: classroom interaction, teaching effectiveness, immersion.
INTISARI
Sita Nurmasitah. 2010. Penelitian Karakteristik Interaksi Berbahasa Inggris
Dalam Mata Pelajaran Geografi: Studi Kasus Pada Kelas X Program Imersi SMA
N 2 Semarang. Tesis. Magister Linguistik. Universitas Diponegoro Semarang.
Pembimbing: Dr. Sugeng Purwanto, M.A.
Kelas imersi adalah suatu program yang ditujukan untuk SMP dan SMA dimana
tujuh mata pelajaran (Matematika, Fisika, Biologi, Kimia, Ekonomi, Sejarah dan
Geografi) disampaikan kepada siswa dalam bahasa Inggris. Karena alasan tersebut,
interaksi di dalam kelas imersi seharusnya berbeda dengan kelas umum. Kondisi
tersebut memotivasi penulis untuk meneliti interaksi di dalam kelas, khususnya di
kelas imersi. Tujuan penelitian ini adalah untuk mengetahui karakteristik interaksi di
dalam kelas imersi dan untuk mengetahu apakah kegiatan belajar mengajar di dalam
kelas imersi memenuhi unsur-unsur efektivitas dalam proses belajar mengajar.
Subyek dari penelitian ini adalah 30 siswa kelas X dan satu guru Geografi di SMA N
2 Semarang. Tiga instrumen analisis digunakan untuk menganalisis data di penelitian
ini, yaitu Flanders Interaction Analysis yang digunakan untuk mengidentifikasi
karakteristik interaksi kelas; unsur-unsur efektivitas dalam proses belajar mengajar
berdasarkan teori Walberg; dan Likert Scale yang digunakan untuk menganalisis data
kuesioner yang telah diisi oleh para siswa. Hasil analisis menunjukkan bahwa
karakteristik yang paling dominan di kelas imersi adalah Content Cross. Hal ini
menunjukkan bahwa sebagian besar waktu belajar mengajar dihabiskan oleh guru
untuk bertanya dan menjelaskan materi. Guru menghabiskan rata-rata 57.43% dari
total waktu belajar mengajar, sedangkan siswa menghabiskan rata-rata 22.20%. Hasil
tersebut menunjukkan siswa cukup aktif dalam kegiatan belajar mengajar. Interaksi di
dalam kelas imersi dapat dikatakan sebagai interaksi tiga arah; interaksi antara gurusiswa,
siswa-guru, dan siswa-siswa. Kegiatan belajar mengajar di kelas imersi juga
memenuhi unsur-unsur efektivitas mengajar berdasarkan teori Walberg, yaitu;
academic learning time, use of reinforcement, cues and feedback, co-operative
learning, classroom atmosphere, higher order questions, advance organizers, direct
instruction, indirect teaching, dan democratic classroom. Para siswa berpendapat
bahwa proses belajar-mengajar di kelas cukup baik, namun ada beberapa siswa yang
kurang nyaman dengan suasana kelas dan disiplin waktu guru.
Kata Kunci: interaksi kelas, efektivitas mengajar, imersi
30 citations
Journal Article•
TL;DR: In this paper, the analysis of student difficulties in solving math problems class VIII MTs SWASTA IRA Medan academic year 2016/2017 is presented, and the results showed that the percentage of problem solving ability of students in indicators of problem understanding of problem-solving was 84.62%, indicator planning was 61.54%, indicator of performing the plan was 39.74%, and the confirmation of the answer indicator was 32.05%.
Abstract: This study aims to describe the analysis of student difficulties in solving math problems class VIII MTs SWASTA IRA Medan. Research instruments used tests and interviews. The type of research is qualitative descriptive. The subjects of this study are students of class VIII MTs SWASTA IRA Medan academic year 2016/2017 which amounted to 39 people. The results showed that the percentage of problem solving ability of students in the indicators of problem understanding of problem solving was 84.62%, indicator planning was 61.54%, the indicator of performing the plan was 39.74%, and the confirmation of the answer indicator was 32.05%. And students' difficulties in solving such problems 1) students have difficulty solving mathematical problems in reading text or questions, 2) students always misinterpretation the problem, 3) If students don
27 citations
Additional excerpts
...Percentage Qualification 85 ≤ PPkk ≤ 100 Very Good 70 ≤ PPkk ≤ 84,99 Good 55 ≤ PPkk ≤ 69,99 Good Enough 40 ≤ PPkk ≤ 54,99 Not Enough 0 ≤ PPkk ≤ 39,99 Very Less Arikunto [20]...
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10 Jul 2020
TL;DR: It can be concluded that the Power Electronics Training Kits developed for the learning process of the Power electronics Practicum for Electrical Engineering students is valid in the aspects of design, media/laboratory equipment, and materials.
Abstract: This study discusses one of the stages of the research in the development of the Power Electronics Training Kits in the learning process of the Power Electronics Practicum for Electrical Engineering students, namely the validity test analysis The validity of the Power Electronics Training Kits is divided into three aspects, namely design, media/laboratory equipment, and materials aspects Each of these aspects was validated each by two validators who had expertise in these aspects The instrument used in testing this validity was a validated questionnaire that had gone through the previous instrument validation process The analysis was carried out using Aikens V Analysis Validity analysis results are interpreted with the product development validity interpretation table by Aiken's to obtain the validity category The results showed the Training Kits is valid in all aspects both aspects of design, media/laboratory equipment, and materials The design aspect gained a value of V = 089 with a valid category, the media/laboratory equipment aspect gained a value of V = 088 which means valid, and the material aspect gained a value of V = 094 with a valid category Thus, it can be concluded that the Power Electronics Training Kits developed for the learning process of the Power Electronics Practicum for Electrical Engineering students is valid in the aspects of design, media/laboratory equipment, and materials
25 citations
Cites background from "Dasar-dasar Evaluasi Pendidikan (Ed..."
...Hasil analisis dengan Aiken’s V untuk masing-masing aspek validasi kemudian diinterpretasikan dengan tabel interprestasi nilai Aiken’s V untuk memperoleh kategori validitas yang diuji (Arikunto, 2008; Candra et al., 2020; Sugiyono, 2018)....
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...Data validitas dianalisis dengan teknik analisis validitas Aiken’s V (Arikunto, 2008; Sugiyono, 2018)....
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