This study describes the causes of students at the junior high school level in Desa Maju Karya, Kecamatan Parindu of Kabupaten Sanggau, drop out of school. This study identifies the factors causing children in the studied area to drop out of school. This study analyzes the factors that cause children to drop out of school in Maju Karya Village, Parindu District, Sanggau Regency. Qualitative approach with a descriptive method was employed in this study. The research data was obtained using observation, interviews, and documentation. Data reduction, data display, and drawing conclusions were employed to analyze the data. The data validity was verified using triangulation technique. Based on the analysis, the researchers found two factors causing children to drop out of school, namely internal factors, which include a sense of laziness and lack of interest in learning; and external factors which include the low level of parental education, lack of parental attention, broken families, weak economy, and peers that have a negative influence.
This study was aimed to determine the effectiveness of the GroupInvestigation learning model in improving student learning outcomesin social subjects for class VIII at SMP Negeri 3 Jawai. This studyused quantitative methods in the form of experimental study, using apre-experimental design approach with a one-group pretest - posttestdesign. The subjects in this study were in class VIII C, with 33students. When conducting the study, the data collection techniquesused were measurement and documentary study, while the datacollection tools in the form of learning outcomes tests were pretest,posttest and documentation. Based on the results of data analysis onthe normality test with a significant value of 0.196 > 0.05, it wasstated that the residual value was normally distributed. Followed byhypothesis testing stated that Ho was rejected and Ha was acceptedbased on the sig value (2-tailed) on the pretest and posttest scorewith a value of 0.000 <0.05, which means that there was asignificant difference after using the Group Investigation learningmodel with an average pretest value of 51.51 with a percentage ofcompleteness of 15.15% and a posttest of 81, 06 with a completenesspercentage of 87.88%. On the specified criteria, it fell into the highcategory based on the effect size test of 1.97>1.00. As a result, theuse of the Group Investigation learning model in improving learningoutcomes in social studies subjects for class VIII at SMP Negeri 3Jawai can be concluded to be effective.
This study aims to determine the magnitude of "The Influence of Class Management on Student Learning Outcomes in Social Studies Learning Class VIII SMPN 7 Sungai Ambawang". This study uses a quantitative approach in the form of correlation research. The research population was all students of class VIII SMPN 7 Sungai Ambawang, namely 40 students and the samples taken in this study were 40 students. The variables studied were Class Management (X) with Social Studies Learning Outcomes (Y). The method used in this research is descriptive in the form of quantitative methods, namely systematically describing the influence of class management on social studies learning outcomes for class VIII students. The sample in this study was the entire population of class VIII SMPN 7 Sungai Ambawang, totaling 40 students. The results showed that the t-count is 5.144 that there is a positive and significant influence between classroom management on student learning outcomes in social studies learning class VIII SMPN 7 Sungai Ambawang through simple linear regression obtained Y = 59.235 + 0.260 X. which means the constant value is 59.235. While the value of the regression coefficient of the class management variable is positive at 0.260. How big is the percentage of the influence of classroom management on learning outcomes based on the coefficient of determination R square 0.410, or 41% while the remaining 59% is influenced by other variables. The results of the study can be concluded that there is a positive and significant effect of classroom management on student learning outcomes.Keywords: Classroom Management, Social Studies Learning Outcomes
This paper discussed Indonesian efforts to change the Indonesian educational system from centralization to decentralization. The Indonesian government launched several programmes to support its decentralization policy in education. The programmes were intended to open equal access to education all over Indonesia and minimize the gap among the regions. This paper analysed whether the programmes provided equality and equity to Indonesian citizens in terms of educational access. Finally, this researcher recommended that the Indonesian government gives more attention to the disadvantaged area, for example, poor and remote regions. This may provide equal access to education with good quality in Indonesia. Moreover, the Indonesian central government may allow local authorities to get involved in teacher professionalism programmes. Local authorities may invite successful educators from other regions to learn their successful localized curriculum. Finally, the central government must ensure that local government apply a minimum of 20% of its budgets for education. The funding might help local educational authorities pay teachers' salaries on time as the delay in teacher salaries may affect negatively their work conditions.
The aim of this research was aimed at obtaining information and clarity about theanalysis of teacher strategies in motivating students' learning in class XI of SMAN 5Pontianak. This study used a qualitative research method with a descriptive form.Sources of data in this study were teachers of history subjects, waka curriculum, studentsand data in the form of interviews. Research results showing that. (1) On the learningdevice the teacher has inserted learning motivation in the preliminary and core learningactivities. (2) The application of motivating students' learning is carried outspontaneously in line with the delivery of learning materials. As for what must beconsidered, namely the readiness of students to receive learning. When students areready to accept learning, the motivation given will be easily accepted. As well as thedelivery of learning objectives to be studied, will make it easier for students to know andunderstand learning. (3) The teacher's obstacle in motivating students' learning is foundin the students themselves, where there are students who have low interest in learning. (4)The solution to overcome the obstacles to students' learning motivation, the teacherprovides individual motivation to students with low motivation, and provides views andadvice.Keywords: Learning motivation, Learning strategy, Students
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