Hubungan antara Sikap, Kemandirian Belajar, dan Gaya Belajar dengan Hasil Belajar Kognitif Siswa

Rijal, Syamsu; Bachtiar, Suhaedir

doi:10.26555/bioedukatika.v3i2.4149

Cited by 129 publications

(111 citation statements)

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“…7, No. 2, September 2019, hal 19 -26 akan bersemangat belajar sehingga hasilnya kurang memuaskan [2]. Setiap siswa dituntut dan diharapkan untuk berperilaku setuju dengan aturan dan tata tertib yang berlaku di sekolahnya.…”

Section: A Latar Belakangunclassified

Peranan Guru PPKn dalam Membina Sikap dan Kedisiplinan Siswa di Sekolah Melalui Pendekatan Keteladanan Guru di SMP Negeri 2 Donggo

Djunaidi

Sarimawati

2019

CIVICUS

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Peranan guru PPKn sangat penting dalam memberi pembinaan disiplin siswa melalui keteladanan, guru sendiri harus menjadi teladan dan memberikan contoh yang baik kepada siswanya. Keteladanan bisa dilakukan melalui ekstrakulikuler. Rumusan masalah adalah: bagaimana peranan guru dalam pembinaan sikap dan kedisiplinan siswa, bagaimanakah bentuk-bentuk pembinaan disiplin Siswa?, dan faktor pendukung dan penghambat apa saja dalam keteladanan dan kedisiplinan siswa di SMP Negeri 2 Donggo? Metode penelitian ini adalah metode kualitatif, metode pengumpulan data yaitu observasi, wawancara dan dokumentasi adan analisis data adalah analisis deskriptif kualitatif dengan menggunakan analisis model interaktif. Hasil penelitian adalah Peranan Guru dalam pembinaan disiplin siswa adalah meningkatkan ketaqwaan siswa terhadap Tuhan Yang Maha Esa; mengadakan pembinaan untuk mempertinggi budi pekerti dan kepribadian siswa; membimbing tingkah laku siswa sehari-hari di sekolah; meningkatkan kerajinan, ketekunan, dan kesantunan; memberikan tindakan terhadap siswa yang melanggar; memberikan peringatan secara lisan, dan memberikan teladan yang baik kepada siswa. Bentuk pembinaan disiplin siswa adalah memberi contoh sikap disiplin; menegur siswa yang melanggar secara lisan; menyampaikan manfaat dari berdisiplin; memberikan sanksi terhadap siswa yang melanggar baik sanksi ringan maupun sanksi berat; mengadukan siswa yang melanggar kepada wali kelas, guru BP, kepala sekolah, dan orang tua siswa. Faktor pendukung dan penghambat adalah suasana lingkungan belajar yang kondusif/nyaman, sarana pembelajaran yang menunjang, dan peran serta orang tua dalam pendidikan anak. Kemudian faktor penghambatnya adalah minimnya waktu mengajar/jumlah tatap muka dengan siswa dan perbedaan karakter siswa

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Section: A Latar Belakangunclassified

Peranan Guru PPKn dalam Membina Sikap dan Kedisiplinan Siswa di Sekolah Melalui Pendekatan Keteladanan Guru di SMP Negeri 2 Donggo

Djunaidi

Sarimawati

2019

CIVICUS

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“…The attitude of students usually affects the results of the students' achievement. This is also explained by Rijal and Bachtiar (2015) students who have a positive attitude towards certain lessons is more diligent in learning so as to achieve satisfactory results. In addition, attitude of teachers also exerts influences on the formation of students' personalities (Zhang & Han, 2008).…”

Section: Introductionmentioning

confidence: 99%

Motivation and Attitude of Students on Physics Subject in the Middle School in Indonesia

Astalini¹,

Kurniawan²,

Pathoni³

et al. 2019

IES

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Purpose: This study aims to determine whether there is a relationship between motivation and attitudes of students towards physics subjects in high school. Method: The type of research used is quantitative descriptive with correlational design. The data used by researchers were in the form of questionnaires/motivational questionnaires and attitudes with a total of 54 statements for attitude questionnaires and 23 statements for motivational questionnaires using liker scale 5. Data Analysis: using descriptive and inferential statistics. Findings: the results of this study researchers get good results and enough attitudes towards physics investigation, adoption of scientific attitudes pleasure in learning physics, interested in participating in physics learning activities, believe that he has the ability of physics, and enjoy working on physics tasks good enough, this is in accordance with the analysis of the relationship that has been done, that there is a relationship between motivation and student attitudes toward physics subjects, with details, at level 1 the correlation coefficient is 0.318, then at level 2 is 0.862 and at level 3 is -0.56, at level 1 has a low positive relationship, level 2 has a strong positive relationship, while at level 3 has a moderate negative relationship.

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“…The application of the Everyone Is a Teacher Here learning model when combined with students' Self-Regulated Learning is thought to have a significant influence on the learning outcomes of Indonesian History (Rijal, Syamsu & Suhaedir Bachtiar, 2015;Paulino, P., Isabela Sa & Adelina Lopes da Silva, 2016). Self-Regulated Learning can be interpreted by being able to accept one's responsibilities, be free in thinking and acting, able to regulate and determine the way of life in fulfilling their wants and needs.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Everyone is a Teacher Here Model and Self-Regulated Learning Towards Learning Outcomes of Indonesian History

Ibrahim

Sarkadi

2019

j. pendidik. indonesia.

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This research aimed at finding the influence of the learning model Everyone Is a Teacher Here and Self-Regulated Learning towards Learning Outcomes of Indonesia History. The research was conducted at SMAN 8 Tangerang in the academic year 2017/2018. The research method was an experiment, with treatment by level 2X2. Results show that the students who were treated with the "Everyone Is a Teacher Here model" had excellent learning outcomes, compared to those who were given direct model learning. Besides, groups of students who had great self-regulated learning and received learning "Everyone Is a Teacher Here" had higher learning outcomes in Indonesian history compared to those given direct learning. The other result shows that groups of students who had low Self-Regulated Learning and received direct learning have higher learning outcomes in Indonesian history compared to those studied "Everyone Is a Teacher Here." Ultimately, there was an interaction effect between the learning model and the Self-Regulated Learning of the learning outcomes of Indonesian history.

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Hubungan antara Sikap, Kemandirian Belajar, dan Gaya Belajar dengan Hasil Belajar Kognitif Siswa

Cited by 129 publications

References 1 publication

Peranan Guru PPKn dalam Membina Sikap dan Kedisiplinan Siswa di Sekolah Melalui Pendekatan Keteladanan Guru di SMP Negeri 2 Donggo

Peranan Guru PPKn dalam Membina Sikap dan Kedisiplinan Siswa di Sekolah Melalui Pendekatan Keteladanan Guru di SMP Negeri 2 Donggo

Motivation and Attitude of Students on Physics Subject in the Middle School in Indonesia

The Effect of Everyone is a Teacher Here Model and Self-Regulated Learning Towards Learning Outcomes of Indonesian History

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