RELATIONSHIP ON CLASS MANAGEMENT FOR LEARNING ACHIEVEMENTS STUDENTS IN BUILDING ENGINEERING EDUCATION DEPARTMENT, FACULTY OF ENGINEERING, UNIVERSITAS NEGERI MANADO

2019 ◽  
Vol Volume 2 Nomor 2 ◽  
Keyword(s):  
Student Achievement ◽  
Classroom Management ◽  
Engineering Education ◽  
Student Learning ◽  
Linear Regression Analysis ◽  
Education Department ◽  
Learning Achievement ◽  
Class Management ◽  
Department Faculty ◽  
Building Engineering

This study aims to determine whether there is a relationship between classroom management and student achievement in the Building Engineering Education Department, The Faculty of Engineering, Universitas Negeri Manado, and look for obstacles or obstacles that inhibit the success of student learning while looking for efforts to overcome these problems. This research method is correlational research. The results of a simple linear regression analysis of the variables of classroom management and student achievement in the Building Egineering Education Department, Faculty of Engineering, Universitas Negeri Manado obtained the equation of the regression line ỷ = 34.80 + 0.42 X, which illustrates that if class management increases by one unit, student achievement will increase amounting to 0.361 units. Similarly, the results obtained that the regression model is good enough, because based on the model deviation test shows that the deviation is not significant at the 5% test level in this case F (Calculate) = 0.73 <F (Table) = 2.43. Thus, the regression equation above can be used to estimate or predict learning achievement (Y) if class management (X) is known. The results of testing the hypothesis, it is evident that the classroom management variables (X) have a positive and significant effect on student learning achievement at the Building Egineering Education at Universitas Negeri Manado. Based on these results, there is a significant and positive relationship between classroom management and student achievement in the Building Egineering Education Department students at Universitas Negeri Manado.

scholarly journals Relationship On Class Management For Learning Achievements Students In Building Engineering Education Department, Faculty Of Engineering, Universitas Negeri Manado

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
M S S S Tumanduk ◽  
R R Oroh
Keyword(s):  
Student Achievement ◽  
Classroom Management ◽  
Engineering Education ◽  
Student Learning ◽  
Linear Regression Analysis ◽  
Education Department ◽  
Learning Achievement ◽  
Class Management ◽  
Department Faculty ◽  
Building Engineering

This study aims to determine whether there is a relationship between classroom management and student achievement in the Building Engineering Education Department, The Faculty of Engineering, Universitas Negeri Manado, and look for obstacles or obstacles that inhibit the success of student learning while looking for efforts to overcome these problems. This research method is correlational research. The results of a simple linear regression analysis of the variables of classroom management and student achievement in the Building Egineering Education Department, Faculty of Engineering, Universitas Negeri Manado obtained the equation of the regression line ỷ = 34.80 + 0.42 X, which illustrates that if class management increases by one unit, student achievement will increase amounting to 0.361 units. Similarly, the results obtained that the regression model is good enough, because based on the model deviation test shows that the deviation is not significant at the 5% test level in this case F (Calculate) = 0.73 <F (Table) = 2.43. Thus, the regression equation above can be used to estimate or predict learning achievement (Y) if class management (X) is known. The results of testing the hypothesis, it is evident that the classroom management variables (X) have a positive and significant effect on student learning achievement at the Building Egineering Education at Universitas Negeri Manado. Based on these results, there is a significant and positive relationship between classroom management and student achievement in the Building Egineering Education Department students at Universitas Negeri Manado. Keywords: Classroom Management; Students; Learning Achievement

scholarly journals The Influence of Technology Based Learning Facilities to Student Learning Achievement

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Muhamad Havid Abdul Aziz ◽  
Agus Efendi ◽  
Basori Basori
Keyword(s):  
Student Achievement ◽  
Data Analysis ◽  
Student Learning ◽  
Formal Education ◽  
Linear Regression Analysis ◽  
Simple Random Sampling ◽  
Quality Of Education ◽  
Sampling System ◽  
Learning Achievement

<p>Education is very important for us, the country can go forward because the people are educated. The success of education is determined by the quality of education itself. To know the quality of education required a result or achievement. One of the factors affecting achievement is the facility. The purpose of this study is to determine whether there is influence of learning facilities on student achievement. Sampling using simple random sampling system as much as 58 people from the total population as much as 70 people at the level of formal education. The method used in data collection that is using quisioner, observation and documentation. Data analysis technique used is using simple linear regression analysis. Based on the results of data analysis and hypothesis testing it is known that the two variables of learning facilities (X) and student learning achievement (Y) have a positive influence, this is evidenced by r = 0.277 where the guidelines used to provide interpretation proposed by Sugiyono are at intervals 0.20 - 0.399 which fall into the low category[18]. Based on the results of research that has been put forward by the authors which there is influence between learning facilities on learning achievement with low categories, it is necessary to improve the effectiveness of the use of learning facilities and conducted other research on other factors that affect student achievement in addition to learning facilities.</p>

scholarly journals Pengaruh Kualitas Pembelajaran, Kualitas Tutor dan Motivasi Terhadap Prestasi Belajar Mahasiswa Universitas Terbuka Palembang

2020 ◽  
Vol 1 (2) ◽  
pp. 16-29
Author(s):  
Heldiono Heldiono ◽  
Indawan Indawan ◽  
Sakdiah Wati
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Sampling Method ◽  
Linear Regression Analysis ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Multiple Regression Equation ◽  
Research Approach ◽  
Learning Achievement

This study aims to determine the effect of learning quality, tutor quality and motivation both jointly and partially on student achievement at the Palembang Open University (Pokjar Pangkalan Lampam - Tulung Selapan. The research approach is quantitative research with associative research type. The population of this study is 186. students. The sampling method for probability with the Stratified Random Sampling method. The sample of this study was calculated using the Slovin formula with an error rate of 10%, the number of samples was 65 students as respondents. The first sample was tested using the Instrument Validity Test and the Instrument Reliability Test. The analysis model used in this study is multiple linear regression analysis. The regression calculation can be Y = -1.649 + 0.567X1 + 0.351X2 + 0.457X3. Interpretation of the multiple regression equation regarding the influence of the Learning Quality Variables (X1), Tutor Quality (X2) and Learning Motivation (X3), on Student Learning Achievement (Y). The results of the calculation of the three coefficients of the independent variable are positive, this indicates a positive linear relationship (unidirectional), meaning that the quality of learning, quality of tutors and learning motivation, the better, the better the student achievement. Obtained a correlation coefficient (R) of 0.712, with a level of closeness between variables of 0.712 which is in the interpretation of the correlation value (0.60-0.799) means that the relationship between the two variables is significant and the level of closeness is strong. The coefficient of determination value R2 = 0.507, which means that the variables of Learning Quality, Tutor Quality, and Learning Motivation are able to explain the Student Learning Achievement Variables of 0.507 or 50.7%, while the remaining 49.3% is explained by other factors not examined.

Manajemen Pengelolaan Kelas Masa Pandemi di SD Ta’miriyah Surabaya

2021 ◽  
Vol 4 (1) ◽  
pp. 50-54
Author(s):  
Bahroin Budiya
Keyword(s):  
Classroom Management ◽  
Student Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Islamic Education ◽  
Learning Achievement ◽  
Student Management ◽  
Inhibiting Factors ◽  
Class Management

. In teaching and learning activities, there are two things that determine whether or not a teaching and learning process is carried out, namely class management and managing itself. The two things are interdependent. Students can study well, in a reasonable atmosphere without pressure and in conditions that stimulate learning. To create an atmosphere that fosters passion for learning, improves student learning achievement, and allows teachers to better guide students in learning, adequate classroom management is needed. Therefore, researchers are interested in taking the title of research on the effectiveness of classroom management in increasing learning activities at SD Ta'miriyah Surabaya. This study and discussion aims to: 1) Describe effective classroom management in terms of room management in increasing learning activities. 2) Describe effective classroom management in terms of student management in increasing Islamic Education learning activities. 3) Describe the inhibiting factors in class management to increase learning activities. In the current pandemic era, many schools have closed, causing learning through courage or learning from home. Therefore, the researchers took the title regarding classroom management during this pandemic

scholarly journals The Effect of Class Management on Grade Five Students Learning Outcome At State Primary School Number 066654 Kelambir V District Tanjung Gusta Medan Helvetia

2020 ◽  
Vol 3 (4) ◽  
pp. 2056-2065
Author(s):  
Panni Ance Lumbantobing ◽  
Ruth Donda Eleonora Panggabean ◽  
Maria Friska Nainggolan
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Linear Regression Analysis ◽  
Student Learning Outcomes ◽  
Class V ◽  
Analysis Technique ◽  
Class Management ◽  
Coefficient Of Regression

This study aims to investigate the effect of classroom management on student learning outcomes at class five primary school numbers 066655, distrcit of Kelambir V Tanjung Gusta Medan Helvetia academic year 2019/2020. The analysis technique in this study is a simple regression technique, observing the relationship or effect between variables. The sample of this research is students of class state primary school number 066654 district of Kelambir V Tanjung Gusta Medan Helvetia, which consists of 2 classes, namely class V A totaling 28 students and class V B totaling 28 students. The total number of class V is 56 students. The variable instrument in the study is all valid, while the reliability for all variables is reliable. Based on the results of statistical analysis, it shows that simple linear regression analysis with the regression equation Y = 24.281 + 0.896X forms a linear line and coefficient of regression direction means.  The calculation result is obtained Fcount 56.912 in consultation with Ftable for an error rate of 5%, F table = 4.02. Thus Fcount > F table (56.912 > 4.02) for an error level of 5%. Based on the results of the F test calculation, Fcount is 56.912 with sig = 0.000 <0.005 so that Ho is rejected and Ha is accepted, which means there is an effect of class management (X) which is significant towards learning outcomes (Y). This means that the better the classroom management carried out by the teacher, the higher the student learning outcomes. 

scholarly journals Pengaruh Pengelolaan Kelas terhadap Prestasi Belajar Siswa di MI Al-Karomah

2021 ◽  
Vol 19 (1) ◽  
pp. 50-64
Author(s):  
Siti Rosidah
Keyword(s):  
Classroom Management ◽  
Student Learning ◽  
Quantitative Methods ◽  
Total Sample ◽  
Research Approach ◽  
Learning Achievement ◽  
Significance Level ◽  
Class Management ◽  
Research Population ◽  
Saturated Sample

This research was carried out because the learning outcomes (raport scores) of students must be in accordance with the assessment principles in the Education Unit Level Curriculum (KTSP), which must be in accordance with the size limit with the specified Minimum Completeness Criteria (KKM), because it is the result of an assessment in determining completeness. learning of students, and to achieve the expected achievement, a research was conducted, whether there was an influence of a teacher's ability to manage the class on learning achievement. The research was conducted at MI Al Karomah in the district of West Bogor. The entire research population was used as a research sample called the saturated sample, with a total sample of 25 respondents. The research approach uses quantitative methods. The research instrument uses a questionnaire for classroom management and documentation for student achievement. The results of the questionnaire recapitulation were determined by the validity test of the Pearson product moment formula and the reliability test using Spearman Brown, from 20 valid items, 20 items were valid, because r count > r table and all were reliable. To determine the correlation of variable x (class management) to variable y (learning achievement), using Pearson's product moment formula. From the calculation of Pearson's product moment formula, r count = 0.798 > r table = 0.396, which means it is significant, that class management has an influence on student learning achievement. From the calculated r, it is determined that KD (determinant coefficient) = 0.64% means that the variable x (class management) contributes 64% to the variable y (student learning achievement) the rest is influenced by other factors. From the value of Df = 23 with a significance level of 5%, the value of r table is 0.413. then consulted into the hypothesis formula obtained 0.798 > 0.413 or r arithmetic > r table, meaning Ho is rejected and Ha is accepted.

scholarly journals PENERAPAN MANAJEMEN KELAS PADA PEMBELAJARAN DONGENG UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA KELAS II SDN JADI IV SEMANDING TUBAN

EDU-KATA ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 183-192
Author(s):  
Sumarmi Sumarmi
Keyword(s):  
Classroom Management ◽  
Student Learning ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Management Plan ◽  
Learning Motivation ◽  
Management Process ◽  
Descriptive Research ◽  
Class Management ◽  
Qualitative Descriptive

This study was arranged based on a qualitative descriptive research design which the results of this study indicate that the application of classroom management in fairy tale learning to improve learning motivation of students in class II SDN Becomes IV Semanding Tuban has not been maximized. The results showed that the fairy tale learning process had not been optimal for the application of classroom management because the teacher had not made a classroom management plan before the learning took place and the lack of learning facilities in the classroom so that the class was less conducive. Class management emphasizes efforts to achieve student learning motivation and student achievement, so that visible classroom management is a systematic and structured management process by prioritizing strategic planning consisting of class management design in fairy tale learning, classroom management in fairy tale learning and assessment in learning fairy tales so as to increase student learning motivation.

scholarly journals Physical Fitness and Learning Achievement Academic in Children Aged 10-12 years

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Herli Pardilla
Keyword(s):  
Student Achievement ◽  
Physical Fitness ◽  
Path Analysis ◽  
Student Learning ◽  
Direct Impact ◽  
Analysis Method ◽  
Test Technique ◽  
Learning Achievement ◽  
The Impact

The purpose of the study. The purpose of this study was to determine how big the impact of physical fitness on student achievement Materials and methods. The method in this research is a path analysis method with a correlational test technique. Correlational refers to taking the rsquare hypothesis, which is how big the impact of the correlation between physical fitness and student learning achievement is and this study uses the SPSS Version 25 application. Results.The results found that the level of the variable physical fitness on learning achievement with r = 0.708 with rsquare = 0.501 Coefficients sig value . 0.000. It turns out that the value of sig. 0.000 is less than the probability value of 0.00 or the value of 0.05>0.000. Conclusions.  Then Ha is accepted and H0 is rejected, meaning that the path analysis coefficient is significant. This study proves that there is a direct impact of physical fitness on student achievement.

The Influence of Team Assisted Individualazation Method on Metacognitive Ability and Student Achievement in Science Subject at Madrasah Ibtidaiyah Hidayatut Thowalib Pare.

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Andi Nurhasanah
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Learning Process ◽  
Quantitative Research ◽  
Control Group ◽  
Control Group Design ◽  
Learning Achievement ◽  
The Difference ◽  
Metacognitive Ability ◽  
Science Subject

Metacognitive ability and student learning achievement are two things that needed in the learning process, especially on science subject. By using Team Assisted Individualization Method it can improve metacognitive ability and student learning achievement. This research aims to know about the process of appliying the influence of Team Assisted Individuality (TAI) method on science subject in Madrasah Ibtidaiyah Hidayatut Thowalib Pare. This research uses quantitative research method of quasi experiment control group design. It uses TAI method in experiment class and conventional in control class. After doing the learning process, metacognitive ability is measured by using questionnaires and learning achievement is measured by using pre'test and postest. The results can be seen from the cumulative average of students’ metacognitive ability of 30 students amount 93.3% in the ekserimental class and 85.1% in the cotrol class. The difference between the experimental and control class is 8.2%. While teh average result of student achievement in the experimental class using TAI Method taken from 30 student is 83.16 and the average result of student achievement in the control class is 77.37. this research uses the validity test and the reliabilty of the questionnaire that amount 20 items and followed by 57 repondents both in the experimental class and the control class. The are 30 student repondents in the experimental class and 27 student repondents in the control class that are valid. This data can be seen with significant level = 0.05 and rtable = 0.36. an item is called to be valid when rcount  ≥ rtable. While for the reliabilty of item in the experimental class and in the control class are reliable, with cronbach’s Alpha = 0.731 ≥ 0.70. in this research, normality test distributed normaly because it has asymp. Sign ≥ 0.05 while the result learning of the experimental class has a significant 704 and 432 for the control class. It means that the data is normally distributed.  The experimental class consisting of 30 student respondents has the average 9.333 Tcount 5.234 while Ttable 2.045 with significant level of 0.05 or 5%. Based on the data, it can be counclude that Tcount  ≥ Ttable. It means Ho is rejected and Ha is accpeted. Based on the explanation above, TAI method has an influence on metacognitive ability and student achievement of grade IV on science subjects in MI Hidayatut Thowalib Tegalsari Pare For Academic year 2017-2018.     

scholarly journals Pengaruh Motivasi Belajar Terhadap Prestasi Siswa di Sekolah

2020 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Ayudia Nur Annisa
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Student Motivation ◽  
Learning Motivation ◽  
Learning Activities ◽  
Learning Achievement ◽  
Teacher’S Role ◽  
Library Research ◽  
Teacher's Role ◽  
Improving Student Learning

This study aims to find out how the influence of learning motivation on student achievement in school. This research is focused on the teacher's role in fostering student learning motivation. This motivation is very important for improving student learning achievement. Because as is well known, student motivation in learning is lacking. This will affect its success in learning. For this reason, there is a need for efforts by teachers to increase interest in learning and motivate students to be more enthusiastic about achieving in school. The approach taken in this journal research is the approach (library research) which uses literature as its object. From the research of several literatures, the results of this study indicate that learning motivation has an influence on student learning activities, especially on student achievement. The higher the student's motivation, the better the learning achievement. Vice versa, the lower the motivation of student learning, it will be difficult for these students to achieve achievement in learning. The teacher also has a very important role and has an influence on student motivation in school. 

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