DIDAKTIKA : Jurnal Kependidikan

Journal Information
ISSN / EISSN : 1978-0214 / 2657-196X
Current Publisher: IAIN BONE (10.30863)
Total articles ≅ 41
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Published: 26 August 2019
DIDAKTIKA : Jurnal Kependidikan; doi:10.30863/didaktika

Ridwan Ridwan, A. Fajar Awaluddin
Published: 16 August 2019
DIDAKTIKA : Jurnal Kependidikan, Volume 13, pp 56-67; doi:10.30863/didaktika.v13i1.252

Abstract:
This study aims to improve the acquisition of Arabic vocabulary in early childhood with singing techniques. Children of all ages are basically happy to listen, sing and learn with songs. Therefore, music in general is an important part of the teaching-learning process for young students. The results showed that early childhood students enjoyed learning Arabic by singing and it was easier to remember the vocabulary taught by the teacher. Thus, it can be concluded that the singing technique is able to improve the mastery of early childhood Arabic vocabulary especially for students of the Raodhatul Athfal Ma'had Hadits Al-Junaidiyah Blue Bone.Keywords: Singing technique, vocabulary mastery, Arabic
Sirwanti Sirwanti, Riska Riska
Published: 16 August 2019
DIDAKTIKA : Jurnal Kependidikan, Volume 13, pp 31-42; doi:10.30863/didaktika.v13i1.316

Abstract:
This study aims to determine how the influence of the open-ended problem approach to the students’ mathematics learning outcomes at grade VII SMP Muhammadiyah Walattasi, Soppeng Regency. The researcher used 2 classes; experimental and control class. This study used a Nonequivalent Control Group Design with quasi-experimental type. The research population is students of grade VII SMP Muhammadiyah Walattasi, Soppeng Regency. Learning outcome data is processed using independent T-test samples through normality prerequisite tests (Kolmogorof Smirnov) and homogeneity tests for variance in statistical tests with significance level (α = 0 .05). Data were processed by utilizing SPSS version 23 software. The results of hypothesis testing indicated that Tcount Ttable or 4,561 2,011, like to see sig data. (2 tailed) the experimental class and the control class 0,000 0.05, Based on these results, it could be conclude that there is an influence of the open-ended problem approach to the students’ mathematics learning outcomes at grade VII SMP Muhammadiyah Walattasi, Soppeng Regency. Kata Kunci: open-ended problem; Students’ Mathematics learning outcome
Muh. Bachtiar Aziz
Published: 16 August 2019
DIDAKTIKA : Jurnal Kependidikan, Volume 13, pp 80-97; doi:10.30863/didaktika.v13i1.317

Abstract:
This study aims to describe the assesment planning, overview of assesment implementation, and reporting result/impact of the assesment at SMA 3 Watampone, based on the aspects of antecedents, transactions, and outcomes. This research is an evaluation study which is used by mathematical teachers at SMAN 3 Watampone. Data were analyzed using descriptive data analysis in the form of frequency distribution and percentages. Subjects in this study were the principal, vice principal, math teachers, and students. Data were collected by employing questionnare, interview, and documentation. The result shows that evaluation results of the implementation of assesment standard by mathmatics teacher at SMAN 3 Watampone based on recapitulation aspects of planning (antecedents), implementation (transactions), and result/impacts (outcomes) are in the good category. It is harmonized by (1) Planning Assesment, the school provide a syllabus and assesment guidelines that serve as a giude for teachers. (2) The implementation of assesment, assesment activities such as the provision of assignments and quizzes are in conformity with the plan thats is prepared at the beginning of learning activities. (3) Results/impact, teacher processing, scoring, input the score in the valuation list, then report the result to the class teacher, school principal, and invite the parents/guardians of the students. Keywords: evaluation program, assessment standard, mathematics
Nurjannah Nurjannah, Danial Danial, Fitriani Fitriani
Published: 16 August 2019
DIDAKTIKA : Jurnal Kependidikan, Volume 13, pp 68-79; doi:10.30863/didaktika.v13i1.340

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Andi Trisnowali, Andi Aswina
Published: 15 August 2019
DIDAKTIKA : Jurnal Kependidikan, Volume 13, pp 43-55; doi:10.30863/didaktika.v13i1.315

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Idrus L.
Published: 15 August 2019
DIDAKTIKA : Jurnal Kependidikan, Volume 13, pp 17-30; doi:10.30863/didaktika.v13i1.326

Abstract:
Ki Hadjar Dewantara and Benjamin S. Bloom have different learning approach in term of psychological aspect in learning activities. Ki Hajar Dewantara tends to maximize the potency of each individual i.e. (educate the head, the heart, and the hand) and the social-cultural totality in interacting with the environment with "sistem among: care and dedication based on love. In another hand, Benjamin S. Bloom emphasizes on behaviorism theory which believes that learning is an internal process includes memory, retention, information process, energy and other psychological aspects. From the character learning, Ki Hajar Dewantara focuses on attitude of students, how they communicate, humanism, and the physical aspect of student. It integrates the art and cultural aspect in learning process while Benjamin S. Bloom streghtening the cognitive aspect of student by implementing behaviorism learning process.
Muh Syahrul Sarea, Rosnia Ruslan
Published: 15 August 2019
DIDAKTIKA : Jurnal Kependidikan, Volume 13, pp 1-16; doi:10.30863/didaktika.v13i1.296

Abstract:
This research aimes to describe the characteristic of UAS items theme 1 at the fourth grade of Primary School in Paramasan bawah village according to the item difficulties and discrimination. The sample of this research was 37 students who took the final examination year academic 2018/2019. The objects of this research were question items and the answer sheet of the final exam that obtained from 3 different schools in Paramasan Bawah village. The data analysis technique used in this research was empirical analysis helped by Bilog and Iteman program application. This analysis used to know the characteristic of items based on the Item Response Theory and Classical Test Theory. The result of this research showed the characteristic of UAS items, according to item response theory, 30 items had a good discrimination and 33 items had a good item difficulty, while according to Classical Test Theory: 15 items had a good discrimination and 27 items had a good item difficulty.Keywords: Characteristics of items, item difficulties, discrimination
İlyas Ilyas
Published: 20 June 2019
DIDAKTIKA : Jurnal Kependidikan, Volume 11, pp 1-11; doi:10.30863/didaktika.v11i1.151

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M. Zubaedy
Published: 20 June 2019
DIDAKTIKA : Jurnal Kependidikan, Volume 12, pp 135-150; doi:10.30863/didaktika.v12i2.182

Abstract:
Supervision is a professional supervision, because it is also more specific in addition to observing academic activities that are based on scientific ability, and the approach is no longer the usual management supervision, but more demanding democratic and humanistic professional abilities by education supervisions. Supervision carried out by supervisors using group techniques, namely through activities such as: orientation meetings, teacher meetings, group studies between teachers, discussions as an exchange of thoughts or opinions, workshops, sharing of experiences, panel discussions, seminars and symposiums. In addition to group supervision techniques used also use individual techniques. Individual supervision techniques used by supervisors in carrying out teaching supervision programs such as class visits, classroom observations, intervisitation, self-assessment, teaching demonstrations, and supervision bulletins. Based on the implementation of various academic supervision techniques, the teacher is expected to have competence so that the learning process is conducive.
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