Lingkungan Keluarga, Lingkungan Sosial dan Pergaulan Teman Sebaya terhadap Hasil Belajar

Trianah,; Sahertian, Pieter

doi:10.21067/jppi.v14i1.4765

Cited by 10 publications

(9 citation statements)

References 1 publication

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“…Kemampuan untuk mengajarkan disiplin diri kepada anak-anak, kecintaan membaca dan buku, menghargai waktu, teknik belajar yang efisien, kepatuhan pada aturan dan peraturan, dan perilaku yang baik merupakan persyaratan bagi guru. (Munirah, 2015;Trianah & Sahertian, 2020).…”

Section: Kompetensi Kepribadianunclassified

Pengembangan Profesionalisme Guru Berkelanjutan: Kebijakan Pengembangan Profesionalisme Guru Sejarah Sman Di Kota Padang

Hardi,

Refnywidialistuti,

Setiawan

et al. 2024

Visipena

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Di samping kegiatan sertifikasi yang dilakukan secara kontinue, pemerintah juga melakukan berbagai kegiatan pengembangan profesionalisme guru secara berkelanjutan, termasuk di kalangan guru sejarah tingkat SMAN di Kota Padang. Penelitian ini termasuk ke dalam penelitian diskriptif kualitatif yang menggunakan berbagai sumber, yakni studi dokumentasi/arsip, wawancara lapangan, dan observasi. Data yang diperoleh diolah dengan menggunakan model analisis interaktif Milles dan Huberman. Hasil penelitian menemukan bahwa dari 70 orang guru sejarah SMAN Kota Padang, sebagian besarnya telah disertififikasi, baik melalui kegiatan PLPG (Program Latihan Profesi Guru), PPG (Pendidikan Profesi Guru) Dalam Jabatan, maupun PPG Pra jabatan. Di samping itu mereka juga senantiasa melakukan usaha peningkatan kompetensi profesional melalui berbagai program, baik yang diselenggarakan pemerintah, maupun melalui lembaga profesi, seperti MGMP (Musyawarah Guru Mata Pelajaran),dan FKGS (Forum Komunikasi Guru Sejarah).AbstractLaw Number 14 of 2005 explicitly states that teaching is a recognized profession. Therefore, teachers are required to have academic qualifications, competencies, educator certificates, be physically and mentally healthy, and have the ability to realize national education goals. In addition to ongoing certification activities, the government is also carrying out various activities to develop teacher professionalism, including among high school history teachers in Padang City. This research is qualitative descriptive research in which the data were obtained through documentation/archive studies, field interviews, and observation. The data obtained was processed by using the Milles and Huberman interactive analysis model. The results of the study found that most of the 70 history teachers at SMAN Kota Padang had been certified, either through the Teacher Professional Training Program (PLPG) or Teacher Professional Education (PPG). Efforts to increase teachers’ professional competence are always carried out through various programs, both those organized by the government and through professional institutions, such as the Subject Teacher Discussion (MGMP) and the History Teacher Communication Forum (FKGS).

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Section: Kompetensi Kepribadianunclassified

Pengembangan Profesionalisme Guru Berkelanjutan: Kebijakan Pengembangan Profesionalisme Guru Sejarah Sman Di Kota Padang

Hardi,

Refnywidialistuti,

Setiawan

et al. 2024

Visipena

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“…Peers can also influence students in the learning process so that they can interfere with and influence the child's development process. Ernilah et al, (2022;Trianah & Sahertian, (2020) explains that peers can have a positive influence, namely friends who can bring other friends to do activities or have good attitudes. This can happen between peers who are factors that can influence student learning outcomes.…”

Section: Friends Environmentmentioning

confidence: 99%

The influence of students' environment on students' learning motivation

Kurniawan¹,

Erita²,

Syahrir³

et al. 2023

J. Dig. Learning and Dist. Edu

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This research uses a qualitative approach and a literature study. The purpose of this study was to analyze the influence of the student learning environment on students' learning motivation. The researcher collected data from this study by collecting and reviewing consistent data from previous researchers. The result of this study is the influence of the environment. The environment greatly impacts the development of students starting from the enthusiasm for learning, values, and even the personality of students where the student environment consists of the family environment, community, school, and friend environment where all of these things can support student achievement and attitudes in receiving learning, the environment is part of the support so that learning can run well and get maximum results.

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“…Lingkungan sosial baik memberi peluang kepada siswa berinteraksi dengan sesama siswa, para guru, dan karyawan. Kondisi pembelajaran kondusif hanya bisa dicapai apabila interaksi sosial berjalan dengan baik (Trianah & Sahertian, 2020). Guru, staf, dan siswa-siswa di lingkungan sosial sekolah dapat memengaruhi semangat belajar siswa (Syah, 2012).…”

Section: Hasil Dan Pembahasanunclassified

Faktor-Faktor yang Mempengaruhi Hasil Belajar Geografi secara Daring: Studi Siswa SMA Negeri 1 Samaturu, Sulawesi Tenggara

Sejati

Nasarudin

Karim

et al. 2023

Jambura Geo Educ. J

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This study aimed to determine the factors of online geography learning outcomes in class XI IIS SMAN 1 Samaturu. Learning outcomes' position was crucial and inseparable from the learning process. Learning outcomes can be used as an indicator of the success of the learning process. Low learning outcomes were a problem in the learning process, which is still developing, and solutions or factors that influence learning outcomes have yet to be found. This type of research uses quantitative descriptive. The subject of this study was students of class XI IIS, totalling 33 students. The technique used to collect data was a questionnaire. First, data analysis was carried out by giving student scores for each questionnaire item. Second, averaging student scores for all of these items, and third, determining student criteria. The results of this study obtained that the student's geography learning outcomes factor was the parental attention factor found in the indicators of giving awards, giving punishments, giving examples, giving guidance and helping difficulties and meeting students' learning needs. The last two indicators make a major contribution to low student learning outcomes.

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Lingkungan Keluarga, Lingkungan Sosial dan Pergaulan Teman Sebaya terhadap Hasil Belajar

Cited by 10 publications

References 1 publication

Pengembangan Profesionalisme Guru Berkelanjutan: Kebijakan Pengembangan Profesionalisme Guru Sejarah Sman Di Kota Padang

Pengembangan Profesionalisme Guru Berkelanjutan: Kebijakan Pengembangan Profesionalisme Guru Sejarah Sman Di Kota Padang

The influence of students' environment on students' learning motivation

Faktor-Faktor yang Mempengaruhi Hasil Belajar Geografi secara Daring: Studi Siswa SMA Negeri 1 Samaturu, Sulawesi Tenggara

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