Pengaruh Pembelajaran Berbasis Entrepreneurship Dan Disiplin Belajar  Terhadap Hasil Belajar Manajemen Optik

Novalinda, Rina; Prima, Fani Keprila; Mallisza, Danyl; Ambiyar, Ambiyar

doi:10.31571/edukasi.v18i2.1859

Cited by 5 publications

(4 citation statements)

References 3 publications

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“…In addition to these skills, several values or souls must be possessed and can be grown within them. Entrepreneurship is an innovative, systematic, and disciplined process of someone who dares to take risks to create something new and can become the manager of his own business (Kurniasih & Asmira, 2019;Novalinda et al, 2020;Walmsley & Wraae, 2022). Entrepreneurial character is behavior that reflects independent, creative, risktaking attitudes, leadership, and hard work (Olokundun et al, 2018;Zulkarnain & Akbar, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of the Market Day Learning Model to Foster Entrepreneur Character in Early Childhood Education

Hanik,

Utaminingsih,

Widjanarko

2023

JPAI

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Conventional learning models that still need to be used cannot foster students' entrepreneurial character. Learning is only teacher-centered, making students passive objects in the teaching and learning process. This study aims to create a guidebook for the market day learning model to foster entrepreneurial character in early childhood. This type of research uses the R & D method and refers to the theory of Borg and Gall. The data collection techniques used are interviews, observations, and questionnaires using qualitative and quantitative analysis, including analysis of market-day learning models, learning observations, and product validation. The research subjects used 15 children and one teacher. The feasibility test results validated by material experts on the learning model presented in book form scored 88 points with an average final score of 3.25. In contrast, the results of language validation by subject teachers were lower than 13 statements in the product evaluation questionnaire. 44 points. The average final score is 3.30. From these results, all were declared feasible. Based on the N-gain calculation from the field test in Kindergarten, there was an increase of 53.3%, and Kindergarten and Al Ishlah also experienced an increase of 53.3%, so based on these calculations, the product of the market day learning model is to be like declared valid. The study results indicate the need for a learning model that can foster entrepreneurship.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of the Market Day Learning Model to Foster Entrepreneur Character in Early Childhood Education

Hanik,

Utaminingsih,

Widjanarko

2023

JPAI

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“…Temuan penelitian ini diperkuat dengan pernyataan pola asuh orang tua berhubungan secara siginifikan terhadap hasil belajar siswa (Pada, 2021;Pucangan, 2017). Temuan lain menyatakan terdapat pengaruh disiplin belajar terhadap hasil belajar (Handayani & Subakti, 2020;Novalinda et al, 2020) (Handayani & Subakti, 2020). Fasilitas dan disiplin belajar siswa memiliki kontribusi yang signifikan terhadap hasil belajar siswa (Dianah, 2017).…”

Section: Hasil Dan Pembahasanunclassified

Kontribusi Kedisiplinan Belajar, Pola Asuh, dan Fasilitas Belajar Terhadap Hasil Belajar Matematika Selama Pembelajaran Daring

Sudiartini

Suharta

Sudiarta

2021

JIPP

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Pembelajaran daring berdampak terhadap perubahan sikap isolasi social, kurangnya interaktivitas, partisiapsi dan keterbatasan umpan balik.Penelitian ini bertujuan untuk mengetahui seberapa besar kontribusi kedisiplinan belajar, pola asuh,dan fasilitas belajar terhadap hasil belajar matematika selama pembelajaran daring yang dimiliki siswa terhadap hasil belajar matematika. Jenis penelitian ini adalah penelitian ex-post facto. Populasi dalam penelitian ini adalah seluruh siswa kelas IV SD yang mengikuti pembelajaran daring berjumlah 229 orang. Jumlah sampel dihitung dengan rumus Slovin berjumlah 146 siswa. Metode pengumpulan data menggunakan metode non tes dengan menggunakan kuesioner melalui google forms. Teknik analisi data menggunakan statistik analisis regresi. Hasil penelitian dapat menunjukkan bahwa terdapat kontribusi disiplin belajar siswa, pola asuh orang tua dan fasilitas belajar secara dan besar kontribusi disiplin belajar siswa, pola asuh orang tua dan fasilitas belajar secara bersama terhadap hasil belajar siswa adalah 85% dan 15 % dipengaruhi oleh faktor hasil belajar yang lainnya. Terdapat kontribusi kedisiplin belajar siswa dan besar kontribusi kedisiplin belajar siswa, terhadap hasil belajar siswa adalah 30% dan 70 % dipengaruhi oleh faktor hasil belajar yang lainnya. Terdapat kontribusi pola asuh orang tua dan sesar kontribusi pola asuh orang tua terhadap hasil belajar siswa adalah 45% dan 55% dipengaruhi oleh faktor hasil belajar yang lainnya. Terdapat kontribusi fasilitas belajar dan besar kontribusi fasilitas belajar terhadap hasil belajar siswa adalah 10% dan 90% dipengaruhi oleh faktor hasil belajar yang lainnya.

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“…Learning models have become an essential component in classroom teaching and learning activities (Asyafah, 2019;Ardiawan et al, 2020;Novalinda et al, 2020). Currently, there is a heated discussion about the paradigm shift in the teaching and learning process that is taking place in schools or madrasas regarding the object and subject of learning.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Learning Model and School Origin on Psychomotor Outcomes Islamic Faith and Morality

Polem,

Cahya,

Akbarjono

et al. 2023

edureligia

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The aim of this research is to examine existence or absence of the influence and interaction between the learning models (PBL, PjBL, Conventional) and students' school origins in determining psychomotor learning outcomes in the subject of Islamic Faith and Morality. The method used in this research is a quantitative approach with a Quasi-Experimental Design using the Nonequivalent Control Group Design type. The research results indicate that the implementation of the PBL, PjBL, and Conventional learning models in determining psychomotor learning outcomes in Islamic Faith and Morality does not significantly differ from each other. This is reinforced by the Post Hoc Model Learning table. PBL vs. PjBL with an Asymp. Sig. value of 0.260 > 0.05. PBL vs. Conventional with an Asymp. Sig. value of 0.083 > 0.05. PjBL vs. Conventional with an Asymp. Sig. value of 1.000 > 0.05. In conclusion, there are differences in students' psychomotor learning outcomes based on the learning model with an Asymp. Sig. value of 0.001 < 0.05. There are no differences in students' psychomotor learning outcomes based on school origins with an Asymp. Sig. value of 0.470 > 0.05, and there’s an interaction between the learning model and school origins as evidenced by the Asymp.Sig. value of 0.007 < 0,05. So the implications in this research illustrate that students' psychomotor learning outcomes in the Akidah Akhlak subject are more dominantly influenced by the learning model applied in the classroom rather than the student's school origin.

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Pengaruh Pembelajaran Berbasis Entrepreneurship Dan Disiplin Belajar Terhadap Hasil Belajar Manajemen Optik

Cited by 5 publications

References 3 publications

The Effectiveness of the Market Day Learning Model to Foster Entrepreneur Character in Early Childhood Education

The Effectiveness of the Market Day Learning Model to Foster Entrepreneur Character in Early Childhood Education

Kontribusi Kedisiplinan Belajar, Pola Asuh, dan Fasilitas Belajar Terhadap Hasil Belajar Matematika Selama Pembelajaran Daring

The Influence of Learning Model and School Origin on Psychomotor Outcomes Islamic Faith and Morality

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