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Pengaruh Tes Paperless dan Paper And Pencil terhadap Hasil Belajar Kompetensi Persiapan Pembuatan Dokumentasi Audio Video Ditinjau dari Kemandirian Siswa: Studi Eksperimen di SMK Negeri 5 Surabaya

Students need to be educated in order to have an independent character. "Independence of taking the test" has a positive influence on students' independence. The aim of this study; (1) researchers know the effect of "paperless test" against "cognitive student learning outcomes" compared to "paper and pencil test", (2) researchers know the effect of "paperless test" against "the independence of the students taking tests," as opposed to "paper and pencil tests ". This research was conducted by observing differences in learning outcomes scores, and observed differences in students' scores independence in carrying out the test. This difference is expected because influenced by the ways of implementing the test. Implementation of these tests done in two ways, ie the test is paperless and paper and pencil testing. The test is performed three times. In each will be obtained data in the form of a score of independence and data in the form of scores of learning outcomes, both tests are performed by means of a paperless or done by paper and pencil. Research data to test paperless is data in the form of scores of learning outcomes, and scores independence for the first test, 2nd, and 3rd. Comparative data is data from paper and pencil test namely learning outcomes scores and scores of independence for the first test, 2nd, and 3rd. Data will be analyzed by t-test. T-test performed on learning outcomes between test scores paperless with paper and pencil. T-test was also carried out on students' independence between test scores paperles with paper and pencil. Paperless test data are average scores of learning outcomes: 19.10, 20.30, and 21.10, the average of students' independence: 19.17, 19.20, and 19.13. Meanwhile, paper and pencil test data are average scores of learning outcomes: 19.00, 20.03, and 21.03, the average of students' independence: 18.93, 19.13, and 19.07. The average variance of paperless test is 1.044, while the average variance of paper & pencil test is 1.056. Total students each class is 30. Research concluded; (1) score of "cognitive learning outcomes" paper and pencil tests ≤ paperless, at three times the test. (2) Score "independent execution of test “paper and pencil” ≤ paperless, at three times the test. Research suggests; (1) computers can be used by students to take turns, (2) training of about done to improve the "independent student". Keywords: independent character, the test is paperless, paper and pencil test, student independence, learning outcomes
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Pengembangan Perangkat Pembelajaran Berbasis E-learning Moodle dengan Model Pengajaran Langsung di SMKN 2 Tarakan

This research aims to develop the learning package based on e-learning moodle by using instruction at SMKN 2 Tarakan. This research adapts 4D instructional developmental model by Thiagarajan. They are define, design, develop and disseminate. The developed learning package is validated by the expert and is tried out to the students' of computer and network engineering at SMKN 2 Tarakan as the research subject. The design of the try out uses one group pretest and posttest design. The data is collected through expert judment, observation, test and questionnaire. The data is analyzed by using descriptive analysis. The research analysis of the learning package development can be described as follows: 1) the average score of the validity of developed learning packaget is 3.83. and gets the criteria of very valid; 2) the average score of the practicality ofr the developed learning package is 4.27 and gets the criteria of good and practical; 3) the average score for the effectiveness of the developed learning package which involves the students' activities in the learning process is 3.23, the reliability is 0.93, and get the criteria of very active; students' response for the learning process is 88% and get the criteria of very positive, the result of the students' study result meets get criteria of mastery. The conclusion of this research is the learning package which is valid, practical, and effective. The validity consists of content validity and constructs validity. The practically consists of the easiness in use. The effectiveness gets the positive response, improve the students' activities and mastery in student's achievement. Keywords: Learning Set, E-Learning Moodle, Direct Instruction.
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Pengembangan Perangkat Pembelajaran Strategi Belajar Mind Mapping pada Model Pengajaran Langsung Standar Kompetensi Penataan Rambut (Styling) di Smk

Tujuan penelitian pengembangan perangkat pembelajaran strategi belajar mind mapping pada model pengajaran langsung standar kompetensi penataan rambut (styling) di SMK adalah mendeskripsikan, (1) kualitas perangkat pembelajaran pada standar kompetensi penataan rambut, (2) kemampuan siswa mind mapping, (3) hasil belajar pengetahuan, (4) hasil belajar keterampilan penataan rambut. Penelitian ini mengacu pada R&D model, melalui 4 tahap, yaitu (1) tahap studi pendahuluan, (2) tahap desain produk, (3) tahap validasi dan revisi, (4) tahap uji empiris hingga didapatkan produk akhir yang berupa perangkat pembelajaran strategi belajar mind mapping pada model pengajaran langsung standar kompetensi penataan rambut yang berkualitas. Teknik pengumpulan data pada tahap studi pendahuluan: (1) front end analysis: observasi, (2) learner analysis: wawancara, (3) specifying instructional objectives: kerja mandiri, tahap desain produk: (1) desain instrumen: kerja mandiri, (2) desain perangkat: kerja mandiri, tahap validasi dan revisi: (1) validasi instrumen: penilaian ahli, (2) revisi instrumen: kerja mandiri, (3) validasi perangkat: penilaian ahli, (4) revisi perangkat: kerja mandiri, tahap uji empiris: (1) uji empiris: pretest-posttest design, (2) analisis hasil uji empiris: analisis statistik. Teknik analisis data pada tahap studi pendahuluan: analisis deskriptif, (2) tahap desain produk: analisis deskriptif, (3) tahap validasi dan revisi: analisis deskriptif, tahap uji empiris: analisis statistika one sample t-test. Tahap uji empiris perangkat pembelajaran dilakukan pada 27 siswa kelas XIKR I SMK Negeri 2 Boyolangu Tulungagung. Rancangan dalam uji empiris perangkat pembelajaran menggunakan one-group pretest-posttest design. Temuan hasil penelitian yaitu (1) kualitas perangkat pembelajaran berkategori baik dengan nilai rata-rata dari kedua penilai 3.09, keterlaksanaan perangkat berkategori baik dengan nilai rata-rata dari kedua observer 3.93, (2) hasil analisis data statistika non parametrik (uji binomial) kemampuan siswa membuat mind mapping diperoleh kesimpulan rata-rata nilai kemampuan siswa membuat mind mapping lebih tinggi daripada nilai KKM (3) hasil analisis data statistika uji binomial hasil belajar pengetahuan diperoleh kesimpulan rata-rata nilai pengetahuan siswa lebih tinggi daripada nilai KKM, (4) hasil analisis data statistika non parametrik (uji binomial) keterampilan penataan rambut diperoleh kesimpulan rata-rata nilai keterampilan penataan rambut siswa lebih tinggi daripada nilai KKM.
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